Efforts to help weaker pupils bear
fruit
MOE credits various schemes with helping
them level up with peers
Programmes at primary and secondary schools help weaker
students catch up with their peers. This has helped the weaker
students improve their showing at the latest international
benchmarking tests. -- ST PHOTO: DESMOND FOO
By STACEY CHIA
SINGAPORE has made great strides in helping weaker students in
maths, science and reading.
Teachers yesterday celebrated Singapore's good
performance in two international benchmarking studies, but
especially because weaker students showed a marked improvement.
Results were released yesterday in the two studies
- the Trends in International Mathematics and Science Study and the
Progress in International Reading Literacy Study.
The proportion of students in Primary 4 and
Secondary 2 with the lowest scores of below 400 is smaller compared
with previous years, and considerably smaller than the
international average (see table).
For instance, only 3 per cent of Primary 4 pupils
in Singapore performed below the "low" benchmark last year in
reading, compared with 10 per cent in 2001.
In maths, 1 per cent of Secondary 2 students scored
below the "low" benchmark, compared with 27 per cent
internationally.
About 12,500 Primary 4 and Secondary 2 students in
Singapore participated in the tests. Students across all schools
and streams were included in the sample.
The Ministry of Education (MOE) attributed the
improvements to "intensified efforts to help academically weaker
students in recent years".
This includes early intervention initiatives such
as the Learning Support Programme and the Learning Support for
Mathematics, broad-based efforts such as the Strategies for English
Language Learning and Reading (Stellar) in primary schools, and
also support for students in the normal stream in secondary
schools.
The learning support programmes help pupils who
enter Primary 1 with weak literacy and numeracy skills so that they
can catch up with their peers.
Under Stellar, grammar and vocabulary are taught
through stories and texts that appeal to children, instead of
through textbooks and worksheets.
"We have noticed weaker students progress at a much
faster rate. When the books are colourful and the teacher reads the
book to them more than once, they are enticed to read more," said
Madam Dalvindar Kaur, head of the English department at Princess
Elizabeth Primary School.
Ms Deepa Sivasothy, head of the department of
mathematics at Ang Mo Kio Secondary, said that one of the ways her
school helps the weaker students in maths is through journal
writing.
In their journals, they have to explain why they
used a particular method to solve a question. She said this helps
teachers better understand where their students need more help.
"It is the whole essence of education that we take
care of everyone and ensure that no one is left behind," said Ms
Deepa.
At the Secondary 2 level, 48 per cent of Singapore
students attained the "advanced" benchmark for mathematics, which
means they scored 625 and above.
For science, at Secondary 2, 40 per cent scored
above 625.
In reading, 24 per cent of Primary 4 pupils
attained the "advanced" benchmark.
Most countries had only about 10 per cent of such
students.
The MOE spokesman said: "Unlike some other
education systems, even as we helped to raise the performance of
academically weaker students, we have at the same time improved the
outcomes for academically stronger students."
The two tests
SINGAPORE has participated in every cycle of the Trends in
International Mathematics and Science Study (Timss) and Progress in
International Reading Literacy Study (Pirls) since their inception
in 1995 and 2001 respectively.
Timss measures the achievement of Primary 4 and
Secondary 2 students in maths and science, while Pirls measures
Primary 4 pupils' achievements in reading literacy.
The Pirls test required pupils to read two passages
and answer multiple-choice and written-response questions.
Timss follows a four-year cycle, while Pirls
follows a five-year cycle.
Timss 2011 involved 50 and 42 education systems
from around the world at Primary 4 and Secondary 2 respectively,
while 45 education systems participated in Pirls 2011.
In Singapore, about 6,500 Primary 4 pupils from all
primary schools took part in Timss and Pirls, while about 6,000
Secondary 2 students from all secondary schools took part in
Timss.
The samples were subject to strict oversight and
audit by the International Association for the Evaluation of
Educational Achievement.
All results were then weighted accordingly to provide valid
national-level estimates.
SANDRA DAVIE
Top of the news, The Straits Times, Wednesday 12 December 2012,
Pg A8