The recent discourse on reinstating UPSR and PT3 has framed the elimination of these examinations as a key factor contributing to the perceived decline in student motivation and literacy levels. However, this narrative oversimplifies a far more complex issue. The reality is that factors such as family background, socioeconomic challenges, learning opportunities outside the classroom, and teacher competencies play far more significant roles in shaping a student’s academic journey. Instead of reverting to outdated exam systems, we must address the structural barriers that impede student progress. Focusing on these deeper issues will yield more sustainable improvements in educational outcomes than simply reinstating standardized tests.
The family environment plays a significant role in shaping a
student's attitude toward education (Li, Z., and Qiu, Z., 2018; Ramberg et. al., 2021). Families with limited academic aspirations
or lower educational attainment often struggle to provide the support and
encouragement needed for their children to excel academically. In households
where education is not prioritized or where parents may not have the resources
or knowledge to actively engage in their child's learning, students are less
likely to develop a strong drive for academic success. This gap in academic
aspiration can lead to disengagement from schoolwork and a reduced motivation
to excel, contributing to lower literacy levels and overall academic
performance.
Socioeconomic factors have a profound impact on a student's
ability to perform academically (Suna et. al., 2020, Li et. al 2021). Students from lower-income families may face a
variety of barriers, such as limited access to learning materials, inadequate
nutrition, and a lack of stable learning environments. These challenges can
hinder their academic progress. Furthermore, students from disadvantaged
socioeconomic backgrounds may have to contend with issues such as working
part-time to support their families, which limits their time for study and
engagement in school activities. The stress associated with financial
difficulties can also affect their cognitive development and concentration in
the classroom, ultimately influencing their academic achievement.
Learning opportunities outside the classroom (cultural capital) refer to the experiences and resources that can help foster academic success (Breinholt et. al., 2019; Mikus et. al., 2019). In education, students from families with greater access to these opportunities—such as enrichment programs or learning materials—often have a distinct advantage over their peers. This unequal access to educational experiences can widen the achievement gap between students. Those with limited exposure to diverse learning experiences may struggle to grasp complex concepts, think critically, or express themselves confidently, all of which are crucial for academic success. The absence of these learning opportunities can contribute to a perceived lack of motivation or engagement, even when students are doing their best within their circumstances.
Teacher competencies are a critical factor in student performance and motivation (Schiefele and Schaffner, 2015; Lazarides et. al., 2017; Burić and Kim, 2020), and addressing gaps in teacher training and development is essential. Teachers need not only subject matter expertise but also strong pedagogical skills to effectively engage students and foster a conducive learning environment. In some cases, a lack of continuous professional development opportunities or inadequate training can affect a teacher’s ability to adapt to the diverse learning needs of their students. If teachers are not equipped with the right tools and methods to motivate and inspire students, particularly those facing socioeconomic or familial challenges, the overall quality of education may suffer. As a result, students may fall behind academically, contributing to the broader issue of declining literacy rates and motivation levels.
Given the complexities outlined, one must seriously consider
whether reinstating UPSR and PT3 is the right solution or merely a reactionary
measure that fails to address the root causes of declining student motivation
and literacy levels. The challenges posed by family background, socioeconomic
factors, learning opportunities outside the classroom, and teacher competencies
are deep-seated issues that require targeted interventions.
Addressing family background, for instance, means creating
programs that engage parents and guardians, equipping them with the knowledge
and tools to foster a supportive academic environment at home. If the focus
remains solely on exams like UPSR and PT3, we neglect the importance of
parental involvement, which plays a key role in a child’s academic journey.
When it comes to socioeconomic challenges, no examination
system—regardless of its design—can compensate for the struggles faced by
students from disadvantaged backgrounds. Policies that provide equitable access
to learning resources, meals, and after-school tutoring would have a far more
lasting impact than high-stakes standardized tests. Ensuring that every child
has the basic tools to succeed is a more productive use of resources than
reviving an examination system that may widen the gap between privileged and
underprivileged students.
Learning opportunities outside the classroom, or the
enrichment experiences that enhance a student's learning, are another
overlooked factor. Schools must focus on creating a holistic educational
environment that goes beyond textbook learning, encouraging students to engage
in arts, culture, and critical thinking activities. Reinstituting UPSR and PT3
could divert focus and resources away from these important initiatives that
foster well-rounded individuals prepared for the complexities of the world
beyond academics.
Teacher competencies, too, require continuous attention.
Rather than pouring resources into reviving an outdated exam system, efforts
should be directed at enhancing teacher training and development, particularly
for implementing classroom-based assessments (PBD) and developing feasible interventions. Empowering
teachers with the skills to address diverse learning needs and challenging
classroom environments will greatly impact student outcomes more than
any nationwide standardized test. Supporting teachers with modern pedagogical
tools and providing them with ongoing professional development opportunities
will sustainably improve the quality of education.
In sum, reinstating UPSR and PT3 may offer a quick fix, but
it sidesteps these fundamental issues. A more thoughtful approach would be to
direct efforts and resources towards addressing the deeper challenges students
and teachers face, ensuring that solutions are aligned with the long-term goal
of improving overall educational outcomes rather than reverting to exam-centric
approaches.
Moreover, reinstating these exams would require substantial
resources. The cost of printing exam papers and compensating invigilators are
significant expenses that could instead be redirected toward more pressing
needs, such as building additional schools to alleviate overcrowded
classrooms—a key challenge for the effective implementation of school-based
assessments (PBD).
However, should there be a push to reinstate UPSR and PT3, it is strongly recommended to eliminate district and state-level performance dialogues and school rankings. These higher-level performance comparisons often create excessive competition among schools, which in turn puts unnecessary pressure on both students and teachers. When performance is constantly scrutinized at the district or state level, schools may feel compelled to prioritize short-term results over long-term student development. By confining these discussions to the school level, it allows for a more balanced and supportive environment that focuses on individual student progress rather than inter-school comparisons. Moreover, such a shift is essential to promote a more holistic approach to education. National examinations tend to perpetuate a culture of drilling and exam-oriented learning, which often leads to rote memorization at the expense of critical thinking, creativity, and emotional development. This practice is at odds with the National Education Philosophy, which emphasizes the nurturing of well-rounded individuals. Without a significant change in the assessment culture as well as tackling the root cause of academic decline and lack of student motivation, bringing back these exams will continue to undermine efforts toward a more holistic and student-centered education system.
A shorter version of this op-ed was published in 'The Star' dated 20/9/2024 - https://www.thestar.com.my/opinion/letters/2024/09/20/structural-barriers-in-education
References:
Breinholt, A., & Jæger, M. M. (2019). How does cultural capital affect educational performance: Signals or skills? The British Journal of Sociology, 71(1), 28-46. https://doi.org/10.1111/1468-4446.12711
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
Lazarides, R., Buchholz, J., & Rubach, C. (2017). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1-10. https://doi.org/10.1016/j.tate.2017.08.017
Li, Z., & Qiu, Z. (2018). How does family background affect children’s educational achievement? Evidence from Contemporary China. The Journal of Chinese Sociology, 5(13). https://doi.org/10.1186/s40711-018-0083-8
Li, H., Liu, J., Zhang, D., & Liu, H. (2021). Examining the relationships between cognitive activation, self-efficacy, socioeconomic status, and achievement in mathematics: A multi-level analysis. British Journal of Educational Psychology, 91(1), 101-126. https://doi.org/10.1111/bjep.12351
Mikus, K., Tieben, N., & Schober, P. S. (2019). Children’s conversion of cultural capital into educational success: the symbolic and skill-generating functions of cultural capital. British Journal of Sociology of Education, 41(2), 197–217. https://doi.org/10.1080/01425692.2019.1677454
Ramberg, J., Låftman, S. B., Fransson, E. & Modin, B. (2021). Family background characteristics and student achievement: Does school ethos play a compensatory role? Nordic Studies in Education, 41(3), 239–260. https://doi.org/10.23865/nse.v41.2999
Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159-171. https://doi.org/10.1016/j.cedpsych.2015.06.005
Suna, H. E., Tanberkan, H., Gür, B., Perc, M., et al. (2020). Socioeconomic Status and School Type as Predictors of Academic Achievement. Journal of Economy Culture and Society(61), 41-64. https://doi.org/10.26650/JECS2020-0034
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