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SINGAPORE – Students here ranked first in math and science for the second consecutive edition of an international study.
The International Study of Trends in Mathematics and Science (Timss) is conducted once every four years and assesses students at the fourth and eighth grade levels. These are equivalent to Primary 4 and Secondary 2 here, respectively.
The results of the 2019 edition of the study were published on Tuesday (December 8). The test was administered by the International Association for the Evaluation of Educational Achievement, a non-profit research cooperative based in Amsterdam.
At both levels and for both subjects, Singaporean students ranked first in 2019, beating students from other East Asian territories such as Hong Kong, South Korea, Taiwan, and Japan.
This is the third time that students here have topped the charts in all categories of the study since its inception in 1995, and the other two sweeps were conducted in 2015 and 2003.
The 2019 study included 72 education systems, with Singapore represented by some 5,990 Primary 4 students out of 186 public primary schools here, and 4,850 Sec 2 students out of 152 public secondary schools. All the students were randomly selected, the Ministry of Education (MOE) said.
Some 330,000 students at Primary Level 4 participated in the study internationally, along with 250,000 students at Sec 2 level.
Students from China, who ranked first in the latest International Student Assessment Program (Pisa) study in 2018 ahead of students from Singapore, were not part of the Timss study.
While Timss monitors students ‘understanding, application, and reasoning in math and science every four years, Pisa assesses 15-year-old students’ ability to apply knowledge and skills in reading, math, and science, as well as their ability to solve problems. in a variety of real-life situations using these skills.
Singapore was the only education system where more than half of the students achieved scores of at least 625 in mathematics, the cut-off score for the highest level, the “advanced” benchmark, on the four-level band system of Timss.
Students who achieve the highest “advanced” band are highly competent in the subject, demonstrating a high level of understanding and ability to apply and reason in the subject, while those who reach the “low” band show only basic knowledge in the subject. particular matter expected. in the particular degree.
Approximately 54 percent of Grade 4 students here met the advanced benchmark in math, compared to the global median of 7 percent, while 51 percent of Sec 2 students met the same mark. , compared to the global median of 5 percent.
Primary 4 and Sec 2 students’ average math scores here were 625 and 616 respectively, beating out Hong Kong Primary 4 equivalent students who scored 602, and Taiwan Sec 2 equivalent students whose average score was 612.
Students here who met the “advanced” benchmark for science also outperformed the world average, with 38 percent of 4th grade students achieving the grade, compared to the world median of six percent. The figures were 48 percent and seven percent, respectively, for Sec 2 students.
While Primary 4 students here scored a 595 average in science, outperforming South Korea’s 588 score, Sec 2 students scored a 608 average, outperforming their Taiwanese counterparts who scored an average of 574.
The performance of Sec 2 students in science was Singapore’s best result in a Timss study.
Ms Anna Koh, a biology teacher at the Ministry of Education’s Singapore Teacher Academy, said the record performance of Sec 2 students in science shows “the research-based approaches to learning that we advocate, which our teachers are using science in teaching and learning, they have come a long way to help our students develop basic 21st century skills, such as critical thinking.
“For example, our teachers don’t just teach science content, they make sure students understand scientific concepts, which are often presented in real-world contexts, which they apply in different situations,” said Ms. Koh.
She added: “Teachers also encourage students to ask questions, collect evidence to support their learning, and use knowledge to address questions. It’s about making our students curious about science, so they are motivated and want to learn better. “
Furthermore, the percentage of those who did not qualify for the lowest ranking in both subjects, requiring scores of at least 400, was lower than the international median.
Between 1 and 2 percent of the students tested did not reach the “low” band, compared to the world median of between 8 and 15 percent, depending on subject and grade.
The Director General of Education at the Ministry of Education, Wong Siew Hoong, said: “Given the proliferation of technology in our lives and the increasing importance of science, technology, engineering and math-related skills (Stem), such as mathematical and scientific reasoning, problem solving, and thinking, it is encouraging that our students continue to do very well in math and science by international standards and have positive attitudes toward learning these subjects.
“Their mastery of numeracy and scientific literacy will provide them with a strong foundation to develop other life skills and allow them to take advantage of opportunities in the workplace, particularly in Stem-related fields.”
Despite good performance in both subjects, the study showed that students here indicated less confidence in learning math and science compared to their international peers.
About two in 10 Primary 4 students and approximately one in 10 Sec 2 students reported being very confident in learning mathematics, compared to global figures of three in 10 and two in 10, respectively.
Similarly, for science, about two in 10 of Primary 4 and Sec. 2 students reported being very confident in learning the subject, compared to about four in 10 and two in 10, respectively. all over the world.
The Education Ministry said this self-reported lack of confidence “is similarly seen in other Asian education systems and could be related to the cultures of these systems.”
He added that he will “continue to work closely with parents and other stakeholders to help our students learn in depth, while fostering a greater sense of confidence so that they can enjoy learning and maintain a strong desire to learn.”
The ministry also said the study showed that students here who are academically weaker achieved scores that are among the highest in all participating systems.
Those in the 5th percentile achieved scores in all subjects and levels of at least 439, above the 400 needed to qualify for the “low” band.
Ms. Koh said, “We believe that all children can and want to learn, and the teachers here are equipped with the knowledge and skills to identify the learning needs of students who may not be progressing at the same rate.
“Teachers differentiate their instruction so that these students receive the guidance and support they need, including the right pace and pacing of content learning to ensure that all students learn and stay current.”
The Education Ministry said it will continue to help students of all academic abilities achieve “the highest level they can, by continuing to support those who need the most help and by encouraging the pursuit of excellence in all areas.”
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