Unpacking the PISA 2022 Report: Beyond Scores, into the Heart of Malaysian Education

Introduction

While the festive season has everyone eyeing what's written on the Christmas cakes, it seems the PISA 2022 report slipped under the radar, failing to generate the attention it deserves. But hey, there's a lot more than sugar and spice in this report – it's a treasure trove of evidence that goes beyond grades, offering insights into critical non-grade issues. The report could offer valuable information to guide policymakers on much-needed education reforms.

Lower academic performance in all categories:

Malaysia's recent PISA scores reveal a concerning decline compared to the previous assessment in 2018 (Figure 1).

Figure 1: Broad base decline in average scores for Malaysia

Notably, the nation had been on an upward trajectory in Mathematics, signalling positive momentum before the COVID-19 pandemic. However, this upward trend reversed post-COVID.

Reading and science all-time low

The scores in Reading and Science have hit an all-time low, raising questions about the broader implications for education in these areas. In a world where innovation is progressively more challenging and intricate, mastery in science, mathematics, and reading becomes imperative to ensure our country's competitiveness. These foundational skills not only foster individual academic success but also collectively contribute to a nation's ability to navigate the complexities of the modern era, drive innovation, and maintain a competitive edge on the global stage.

Additionally, it's noteworthy that even wealthier OECD countries are experiencing a downward trend, suggesting that the challenges faced by Malaysia might be part of a broader global phenomenon in educational outcomes. There are exceptions - Japan and other non-OECD countries like Singapore, who are making good progress.

Singapore and Malaysia, worlds apart.

A stark contrast emerges when comparing Singapore and Malaysia in the PISA results – they seem to be worlds apart. The little red dot has claimed the top spot in every category, showcasing a remarkable achievement in academic performance. Notably, 44.5% of Singaporean students excelled in at least one subject, a striking difference from the mere 1.3% in Malaysia.

In a world grappling with the widely accepted phenomenon of learning loss during the COVID-19 pandemic, Singapore emerges as an exception. Singapore defied the global trend of learning loss during the COVID-19 pandemic, particularly excelling in Math and Science. They achieved historically high scores in these two subjects (See Figure 2).

This exceptional performance prompts reflections on the effective strategies employed by various stakeholders in Singapore, including students, parents and civil servants. Understanding these practices could provide valuable insights for Malaysia and other nations striving to enhance their education systems.

Figure 2: Singapore exhibits an upward trend in education outcomes, defying the downward trajectory observed in many OECD countries.

In comparing math scores, the disparity between Singapore and Malaysia is stark, with Singapore boasting an average of 575 compared to Malaysia's 409. The distribution of scores is even more humbling – a striking 90% of Malaysian students scored below 500, while an impressive 75% of Singaporean students scored above 500 (See Figure 3). This stark contrast prompts reflection on the appropriateness of considering Singapore as a comparable country to Malaysia. I wonder what is in their nasi lemak.

Figure 3: The distribution of mathematics scores by 10th, 50th, and 90th percentile highlights Singapore's substantial lead, with a significant majority of students outperforming their Malaysian counterparts.

Malaysian students are anxious about math

“Alah, Singaporean kan kiasu. They worry too much about grades” – uhm, not really. The higher prevalence of mathematics anxiety among Malaysian students is linked to a negative impact on their exam performance, highlighting the correlation between anxiety levels and mathematics scores. See figure 4, as countries shift to the right on the X-axis, indicating increased anxiety levels in math homework, math class, and math exams, there is a negative correlation observed with math scores on the Y-axis.

Figure 4: Math and anxiety is negatively correlated

Fostering a growth mindset helps

Fostering a growth mindset, where intelligence is perceived as attainable, emerges as a potential solution to alleviate mathematics anxiety, as higher-scoring countries report a correlation between a growth mindset and academic success. The report recommends combating anxiety through mathematics training, promoting positive attitudes towards the subject, and fostering growth mindsets with support mechanisms in schools. An intriguing consideration arises regarding the role of the education system, such as key performance indicators (KPIs) emphasizing A students, in potentially perpetuating and intensifying mathematics anxiety.

Figure 5: Students with a growth mindset perform better than those with a fixed mindset regardless of whether they experience low or high levels of anxiety.

We have a major reading problem in Malaysia

Malaysia faces a significant reading challenge, as a negligible percentage of students achieved higher-level scores (compared to the OECD average of 7%, and Singapore's impressive 23%).

In science, while the country performs slightly better, only 1% of Malaysian students reached higher-level proficiency, lagging behind both the OECD average (7%) and Singapore (24%). These findings highlight the urgent need for targeted interventions to address reading deficiencies and elevate science education to meet international standards.

Students from richer families tend to do better than less affluent families

There exists a disparity in academic performance based on socioeconomic status in Malaysia, with students from wealthier families outperforming their less advantaged counterparts. Specifically, socio-economically advantaged students (the top 25%) surpassed disadvantaged students (the bottom 25%) by 82 score points in mathematics, a trend reminiscent of the average difference (93 score points) observed across OECD countries. However, it's crucial to consider that Malaysia's overall scores may not be high enough to reflect significant variations in academic performance between different socioeconomic groups. Kalau sampai ke langit, perbezaannya adalah antara langit dan bumi. Kalau setakat sampai atas pokok kelapa, perbezaannya adalah antara  atas pokok kelapa dan bumi

Education is a social mobility tool

There are bright spots in Malaysia's educational landscape, hinting at a potential precursor to social mobility. Notably, 9% of socio-economically disadvantaged students in the country demonstrated remarkable resilience by achieving scores in the top quarter of mathematics performance. Termed academically resilient, these students have defied their socio-economic constraints to attain educational excellence, surpassing their peers within Malaysia. This achievement aligns with global trends, as, on average, 10% of disadvantaged students across OECD countries similarly excelled in the top quarter of mathematics performance within their respective nations. These findings underscore the importance of acknowledging and supporting the academic potential within all segments of society, irrespective of socio-economic background.

Boys tend to do poorer than girls

Gender differences in Malaysian education are evident, with boys generally performing less favourably than girls. The statistics reveal a gap in mathematical and reading proficiency, where girls outperformed boys by 10 score points in mathematics and 31 score points in reading. Furthermore, an alarming observation is the prevalence of low-performing students, with more than half falling into this category, and a higher representation of boys among those struggling academically. These findings underscore the importance of exploring and addressing factors that contribute to gender disparities in educational outcomes to create a more equitable learning environment for all students.

Table 1: Majority of students perform poorly, with a higher proportion of boys in this category

Non-grade findings

Shifting the focus from grades to non-grade findings, it's crucial to recognize that education extends beyond mere academic scores; schools play a pivotal role in fostering social connections.

According to the PISA report, education systems where performance remains high are characterized by students' improved sense of belonging, enhanced feelings of safety, and reduced exposure to bullying and risks within their school environment.

So, what are Malaysian students expressing on these fronts?

Malaysian students generally form friendships easily, though some experience loneliness at school...

Malaysian students exhibit an ability to form friendships easily (80%), surpassing OECD countries (76%). However, a notable portion experiences loneliness at school (22%), indicating room for improvement compared to OECD (16%) and previous national scores.

Figure 6: Are students feeling detached?

...feel less safe outside classrooms, especially during travel and non-classroom school places...

Concerning school safety, Malaysian students express a heightened sense of insecurity outside classrooms, during travels, and in non-classroom school areas. The percentages of students agreeing with statements about not feeling safe during their journey to school, in their classrooms, and in other school areas like hallways, surpass the OECD averages.

Table 2: Students particularly do not feel safe in non-classroom school areas

...and exhibit higher rates of being bullied, with boys being more significantly affected.

Delving into the issue of bullying, Malaysian students report a higher incidence of being bullied at least a few times a month compared to OECD countries. However, there is a positive note as the spread of nasty rumors has decreased since 2018. Notably, bullying affects a higher proportion of boys, highlighting a gender dimension in the challenges faced within the Malaysian school environment. These non-grade findings shed light on the social dynamics within Malaysian schools, emphasizing the need for holistic approaches to education that prioritize students' well-being and sense of safety.

Table 3: About 1 in 4 students report being bullied at least few times a month

What about our teachers?

Our teachers are doing relatively better to help the children but...

In examining the state of education, it's evident that Malaysian teachers exhibit commendable efforts in math classes by displaying a heightened interest in students' learning and offering extra attention when needed—a testament to their dedication. In math classes, Malaysian teachers show more interest in students’ learning and give extra attention to help students when needed.

Table 4: Malaysian teachers show more dedication

...there aren’t enough teachers, and many are poorly qualified.

Regrettably, there appears to be a shortage of teachers and a lack of qualified educators, as highlighted by school principals. Shockingly, approximately one in four students will be adversely affected by the inadequacy of staff and poorly trained teachers in 2022, marking a worrisome escalation from the situation in 2018.

Table 5: Worsening teaching quality and staffing issues

This alarming trend underscores the urgency of addressing systemic issues within the education sector. While teachers strive to support their students, the shortage and lack of qualifications among educators pose significant challenges. It is crucial to recognize that the responsibility lies not solely on the shoulders of teachers but is a systemic concern that necessitates swift and effective action. Acknowledging the efforts of dedicated teachers in individual classrooms, it becomes imperative for the education system to prioritize the provision of adequate resources, training, and support to empower educators and, in turn, ensure the overall well-being and academic success of students.

The majority of the content in this post is directly excerpted from the PISA report and the country note, accessible through the links provided below. I have not conducted an independent analysis but have presented a few observations and comparisons. My objective is to raise awareness about the valuable insights encapsulated in this report, with the hope that it sparks discussions leading to improvements in the lives of future generations. It's important to note that I am not an education expert, and I welcome your thoughts and corrections if any inaccuracies are identified. I recognize that education encompasses more than mere statistics and, as an ordinary Malaysian deeply invested in the well-being of our children, I am committed to fostering dialogue and understanding around these critical issues.

Links:
https://www.oecd.org/publication/pisa-2022-results/country-notes/malaysia-1dbe2061/

https://read.oecd-ilibrary.org/view/?ref=1235_1235421-gumq51fbgo&title=PISA-2022-Results-Volume-I