Audrey Yee M20131000365 Joyce Jong M20131000376 Kueh Su Li M20131000375 Lau Ee M20131000384 Ting Jack Yew M20131000380

Location

Rural Urban

Combine

?

Classroom environment

Rural Urban

A

B

Infrastructure

Electricity

Water

Internet

Science lab

Library

Blackboard

1. Time constraints

• Too much syllabus to cover and finish

– Use traditional teaching method to finish the

syllabus in stead of student centered

approach

• Lack of time in designing the creative and active

learning environment in the classroom

2. Allocation of teachers

• Allocation of teacher without considering the

school needs

– Teacher teaching the subjects that is not

his/her option caused the access and equity

in education unsuccessful.

• Allocation of teachers in rural and urban area

3. Exam oriented

• Teacher teaches only the important topics

in examination for the weak classes in

order to help students to pass in the

examination.

4. Heavy work • Extra co-curricular activities

• Extra school works (key in data in Sistem

Maklumat Murid (SMM), emis online,

applikasi pangkalan data murid (APDM),

SAPS, e-operasi, e-pangkat, e-splg,

school system)

5. Communication skills

• Effective communication contribute to

effective teaching and learning process

• Deliver instruction and knowledge clearly

and according to students pace

6. Teacher’s attitude

• Teachers must show positive attitudes

towards students

• Students feel comfortable approaching

teachers

Abilities of Students

Gender

"Sitting in the same classroom, reading the same

textbook, listening to the same teacher, boys and

girls receive very different educations.“

Sadker, 1994

The American Association of University Women

published a report in 1992 indicating that females

receive less attention from teachers and the attention

that female students do receive is often more negative

than attention received by boys. (Bailey, 1992)

Students’ Self-expectation

Logical-Mathematical Intelligence --- LOW

Influence by, past achievement.

Demographic

% OF HIGH SCHOOLERS ATTENDING UNIVERSITY

CORRELATED TO PARENTS’ EDUCATION LEVEL

0

10

20

30

40

50

60

70

80

90

100

high school A-level college graduate

44.2

56.6

73.4 80.6

child does not enter university

child enters university

• Low awareness level that education can provide a

better living prospect to their children in the future.

• Satisfied with their current living standard.

% OF HIGH SCHOOLERS ATTENDING UNIVERSITY

CORRELATED TO PARENTS’ INCOME

0

10

20

30

40

50

60

70

80

90

100

<$35,000 $35,000-$75,000

>75,000

49.4

60.7

76.7

child does not enter university

child enters university

• Barely make ends meet in family expenses.

• Could not afford to support their children

especially in higher education (fees,

accommodation, expenses).

• May only support a few siblings in education

(rest are left out).

• Stereotype thinking:

– Male descendents to pursue study

– Older ones stay at home to help out, younger ones

pursue study

– Molding children’s mind to apply certain university

course instead of what the children themselves are

interested in

• Blocks children’s right to participate in

education