A Case Study: To Transform A Secondary School into A High Performing School through Producing High Performing Teachers and

Students in the Context of Biology SPM LEW KWEE LAN SMK BINTULU Abstract The Government Transformation Programme (GTP) roadmap aims to raise Malaysias education standards to world-class level. The roadmap states that the high-performance schools are included as part of the Education NKRA to raise their overall academic quality. What does it mean to raise their quality? What is required to transform a school to become a high performance school? What changes are required of teachers and students involved in the teaching and learning of Biology? This article will address these questions by offering critiquing on some dominant assumptions behind the teaching and learning practices of doing science in the Malaysian Secondary school context based upon the findings of a qualitative case study conducted to investigate how two teachers working in diverse and different contexts in Bintulu schools.

Introduction/Overview

The Government Transformation Programme (GTP) roadmap aims to raise Malaysias education standards to world-class level. The roadmap states that the high-performance schools are included as part of the Education NKRA to raise their quality and create places for the very brightest students as well as to develop a model for other schools to emulate. The government has set a target of creating 100 high-performing schools by 2012 as part of the National Key Result Areas (NKRA) for education.

The Head of NKRA for education, Datuk Noor Rezan, who is also the deputy director-general of Education, said the focus on the high-performing schools is among one of the four thrusts to broaden access to quality and affordable education under the NKRA for education. Before a school is awarded the status, it will need to

meet stringent criteria that take into account its academic achievement, alumni strength, international recognition and network and linkages with external entities.

Raising student outcomes is crucial towards developing a more competitive workforce as Malaysia pushes towards becoming a developed nation by 2020. Based on the experiences of the worlds top-performing school system, there are four imperatives to be deeply considered towards improving student outcomes. The government has come up with a systematic approach to ensure that every student succeeds. Refer to the four imperatives or a systematic approach, there are to: Ensure every students succeeds: Set the same high expectations for all students (regardless of background) and provide systematic help and support for children who fall behind Hold schools accountable for changes in student outcomes and provide autonomy to schools in exchange for significant improvement in student outcomes.

Invest in great leaders for every school: Invest heavily in principals and head teachers as the primary drivers of change via rigorous selection, extensive training and robust performance management based on student outcomes. Attract and develop top teachers: Increase attractiveness of the profession to recruit the most talented people, enhance quality of practical training, and put in place rigorous performance management and continuous professional development.

Focus of the Case-Study

This case-study is focused on two Biology teachers who are teaching at Form 4 and Form 5 Biology in one secondary school situated in Bintulu (SMK B). The study is

conducted with the aim to survey problems faced by teachers and students in the teaching and learning of Biology in English. The methodology employed in exploring Tieos and Tesses discursive spaces was Narrative Inquiry, which is both a process and a product-based methodology. Narrative Inquiry is not new as educational researchers have used it to research teacher lives, teacher thinking and the curriculum in general.

The main method of data collection was observation and interviews. These sessions were not structured. Tieo and Tesse are invited to tell their stories of and around their teaching lives and science teaching. This was done by putting to them openended questions which allowed them to construct answers narratively. The classroom and laboratory observations were supplemented with interviews. Observations were done for two lessons a week for both classes.

The Setting

Tieo has about six years of teaching experience in Form 4 and Form 5 Biology. She is able to converse in English. The classes selected for the survey are one Form 4 and one Form 5. The two classes consist of students who have been streamed based on their PMR results. All of them have got the maximum number of As---7 to 8. The students are considered top performers and the pressure is to ensure as many students as possible score the A for the exam. They are able to speak and write proficiently in English and Malay.

Tesse has only two years experience of teaching Biology. She is able to speak and write proficiently in English. She teaches two classes of Form 4 Biology and three Form 5 classes. One Form 5 class is selected for this study. Students are generally scored one to three As in PMR exam. They are considered average and low achievers. The students prefer to communicate in Bahasa Melayu, Mandarin and vernacular languages such as Foochaw and Hokkien. There is minimal use of English in formal contexts in the Biology classroom and laboratory.

Teaching and learning in Tieos Form 4 and 5 Biology Classes

A structural analysis of her lessons indicates that she has a set of routines, namely: lesson teaching in Power-point presentation, conduct experiment, sometimes Question-Answer-Evaluation, and exercises. In starting a topic or unit, she introduces the topic/concepts and proceeds to theoretical lesson teaching based on the syllabus or curriculum specification and learning outcome. She constantly switches language, from English to Malay or Mandarin. She also guides students to carry out experiments related to the concepts. She then discusses the outcomes and links the outcomes to the concepts that she has introduced but in a rush. The following vignette is a typical of student-teacher exchanges in Tieos Form 4 laboratory class:

Tieo (teacher): Class, please look at page 150 (refers to the textbook) She shows Power-Point slides about Respiration and gives some explanation. She allows students some time to read the textbook. Tieo : Ok, every living organism needs to carry out respiration, right? What is respiration? Students Tieo Students Tieo : Breathing. : What gas do you inhale? : Oxygen : What gas is released?

Some students were asking their friends Apa itu inhale? and their friend responded Breathinglah, bernafas. Students Tieo : Carbon dioxide : Ok, what is ATP?

There is no answer forthcoming from the students, so Tieo repeats the question and one student shouts out an answer. Mary Tieo : energy : What type of energy?... Complete the worksheet given.

The following vignette is typical of student-teacher exchanges in Tieos Form 5 laboratory class.

Tieo (teacher): Look at page 2-4 (refers to the practical book). She allows the students some time to read the experiment. Tieo Students Tieo diffusion? Students Tieo Tieo : Size cube big, rate of diffusion slow : Ok : How to determine the rate of diffusion? : What is the relationship between TSA/V and size of cubes? : Size cube big, TSA/V small : What the relationship between TSA/V or size cube and rate of

There is no answer forthcoming from the students, so Tieo repeats the question and one student shouts out an answer. Students Tieo : Use stopwatch?. : Stopwatch? How?

Interview session with Tieo:

I have to cover a few sections of the syllabus in each lesson. I know sometimes students find the lessons boring. But what to do? Our duty as teachers is to finish the syllabus. We have to cover all the topics before year-end exam for Form 4 and before August for Form 5 classes. At the same time, we must make sure the students to have fun but activity-bases teaching and learning is left to be done at the end of the year when the teachers have finished the syllabus. I would like the students to watch documentaries and video. I would like to carry out cooperative learning and projects but there is not enough time to do that. The characteristics of Tieos lesson as following: Tieos lessons are still very traditional and expository in nature. Tieos lessons were contained within a predictable format.

Tieo depends on textbook heavily for conducting experiments and for structuring her lessons. Biology textbook plays a very prominent part in Tieos teaching. She supplements the textbook with notes that are taken from commercial revision textbooks. She asks the students to paste these notes into their note cum exercise book.

She is hampered by enormous top-down pressure to complete the curriculum/syllabus for the year. Use the teaching courseware supplied by the Ministry and video (Youtube) for some lessons only. Sometimes, students do presentations. She would assign particular subtopics to groups of students and require them to come out in front of the class to explain those topics. At all times, the textbook and the revision books were referred to.

Knowledge from the textbook and the revision books was accorded privileged status and the learners attempts at (re)presenting this knowledge. Tieos approach to teach science is centered on teaching facts, concepts and memorizing. Students are directed towards getting the predetermined right answer. Transmission of knowledge is one way from teacher to students. The interaction between students and teacher, students and students in the laboratory are minimum not able to generate meaningful input.

Teaching and learning in Tesses Form 5 Biology Classes

A structural analysis of Tesse lessons indicates that she too, has a same set of routines like Tieo, namely: lesson teaching in power-point presentation, conduct experiment, Question-Answer-Evaluation, exercises. She also constantly switches languages, from English to Malay or Mandarin. But her lesson always follow with a question-answer session. To carry this out she would pose questions to the students and usually students will provide answers individually or whole class.

The following vignette comes from a lesson on the concept of movement of arm at the joint: Tesse (teacher): Class, please refers to the textbook. She shows power-point slides about movement of arm and gives some explanation. Tesse Students Tesse Students Tesse : What is antagonistic muscles? Apakah itu antagonistic muscles? : One muscle contract, one muscle relax. : Name the two muscle attach to the arm. : Biceps and triceps. : What is the difference between tendon and ligament? Apakah perbezaan antara tendon dan ligament?

Interview session with Tesse:

Form 5 syllabus needs to cover 6 difficult topics. We are required to finish the syllabus at the end of July. Every lesson, I have to cover a least two to three subtopic in order to finish the syllabus and have enough time for revision. I also want to have interaction with students through discussion, debate and role play but there is not enough time. We are constrained by the examination-oriented system. The characteristics of Tesses lesson as following:

She questions first in English and asks the same in Malay. She switches languages allow students to follow the lesson content. This formulaic pattern of questions and answers is used in almost every lesson. Tesses lessons were contained within a predictable format. Tesse depends on textbook for structuring her lessons. She also supplements the textbook with notes that are taken from commercial revision textbooks. She asks the students to paste these notes into their note cum exercise book.

Tesses approach to teach Biology is centered on teaching facts, concepts and memorizing.

Method of inquiry-based instruction is just conduct experiments with the students in the laboratory. Transmission of knowledge is one way from teacher to students. The interactions between students and teacher, students and students in the laboratory are minimum- not able to generate meaningful input.

Suggestion to Overcome the Problems:

Conduct an In-service training (LDP) of Inquiry-based teaching and learning to refresh and to reacquires the knowledge and skills of science teachers about Inquiry-based teaching and learning: Inquiry teaching and learning is concerned with investigative skills that require understanding of processes, and broadly speaking it is a way of thinking and doing that allows one to understood a process of knowledge in the making. An inquiry-based science classroom allows learners ample opportunity to interact not only with the teacher but also with each other. In such a situation, meaningful, understandable input will be generated from the interactions that take place and it might be possible to enhance the acquisition of literacy and language.

Code switching to help students acquire scientific knowledge Use both BM and English to teach and learn science which provide opportunities for learners to use both the languages fluently to acquire and construct science knowledge and skills. Use both English and BM would activate students prior knowledge of scientific concepts that they have already learnt and it can be seen as a strategy to not only to put the content through but also to stimulate literacy amongst learners who are poorly proficient in the English medium of instruction. In order to establish an interactive pedagogy in the classroom, there is a need for all parties involved to come to a new consciousness in respect to what knowledge is and how to go about making knowledge in order to produce students to excel in all aspects of education and able to compete in the international arena.

Having assessment alternatives Restructure our educational system from extremely examination-dominated system to school-based assessment system, criteria-based assessment system.

Incorporate other methods of teaching such as cooperative learning, problembased learning, project-based leaning and outdoor learning are essential to produce high performing and productive students. Establish a mentoring networks to share knowledge and expertise with other schools between teachers and students.

Encourages the use of technology in teaching and learning-motivate students to explore the up-to-date science and technology knowledge through internet. Promote the use of science news and newsletters for teaching and learning.

Promote the practice of self-accessed, self-paced and self-directed learning and learning packages for students in all levels using technology-based learning and game-based learning. Set up a learning environment that is fun and enjoyable.

References

1. Revathi Ramiah, Koo Yew Lie and Jamilah Mustafa, The Discourses and Literacy Practices of Doing Science In English, School of Language Studies and Linguistics Faculty of Social Sciences and Humanities Universiti Kebangsaan Malaysia. 2. Chamot, A.U. and OMalley, J.M., 1994. The CALLA Handbook: Implementing the Cognitive Academic Language Approach. Reading: Addison Wesley.

3. Munro, P. 1998. Subject to Fiction: Women teachers life history narratives and the cultural politics of resistance. Philadephia: Open University Press

4. Maznah Ali and Zurida Ismail, 2006. Comprehension Level of Non-technical Terms in Science: Are We Ready for Science in English. Jurnal Pendidik dan Pendidikan, Jil. 21, 73-83, 2006.

5. Ellis, C. & Bochner, A.P. (Eds). 1996. Composing ethnography. Alternative forms of qualitative writing. Walnut Creek, CA: AltaMira Press.