The Actualization of The National Philosophy of Education in Secondary Schools in Kuching, Sarawak: Student and Teacher Perspectives
The Actualization of The National Philosophy of Education in Secondary Schools in Kuching, Sarawak: Student and Teacher Perspectives
The Actualization of The National Philosophy of Education in Secondary Schools in Kuching, Sarawak: Student and Teacher Perspectives
Faculty of Education
Universiti Teknologi Malaysia
JUNE 2013
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Dedicated to:
ACKNOWLEDGEMENT
May all glories and honours be unto the God most high. First of all, I want to
thank and praise my God for leading me to accomplish this study. He is my source of
strength and light when I am weak and lost. Lord Jesus, I really want to thank you for
always being there for me and granting me wisdom in conducting this research.
I also want to thank those who are directly involved in this research,
particularly Mr. Zul Azli Umar Baki from Ministry of Education and Sarawak
Education Department for assistance to expedite the process in getting the approval
letter to conducting the research.
Last but not the least, I am not forgetting all supports given by principals,
teachers and students from Chung Hua Middle School No.3, Sunny Hill Secondary
School, SM Sains Kuching, SMK St. Joseph and SMK Tabuan Jaya. I deeply
appreciate all of your excellent services and assistance. Indeed, I acknowledge with
gratitude that this success is ours.
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ABSTRACT
The overall purpose of the study is to analyse the actualization of the National
Philosophy of Education (NPE) in government and private secondary schools on the
basis of student and teacher perspectives. The study believes that high tendency of
failure in achieving the main objective of the NPE could occur if the relevant parties
are unable to understand and personalize them. Since its establishment in 1988, there
was no research conducted to study the actualization of the NPE, the present study
addressed this issue, specifically from the perspective of the secondary school
students and their teachers both in the government and private sectors. Survey
design was adopted to obtain the research objectives. Two sets of questionnaires for
students and teachers were designed and modified based on a handbook, “National
Philosophy of Education, Goal and Mission” (Falsafah Pendidikan Kebangsaan,
Matlamat dan Misi), published by Ministry of Education in 2001. The Cronbach’s
Alpha reliability coefficient value for the teacher and student instrument was 0.96
and 0.98 respectively. A total of 185 Form 4 students and 45 teachers from both
private and government secondary schools in Kuching, Sarawak, Malaysia were
selected as participants in this research by using ‘stratified sampling method’. The
mean scores for the actualization of the NPE in secondary schools based on student
and teacher perspectives were 7.67 and 7.28 out of 10 respectively. 77.3% of
students and 64.4% of teachers rated the level of actualization of the NPE as high.
There were no significant differences between student and teacher perspectives but
there were significant differences between respondents from government and private
secondary schools. As per the results, the element most actualized was ‘high moral
standards,’ and the least actualized was ‘‘putting on-going effort in education’.
Overall, the results showed that the NPE is yet to be fully actualized in secondary
school students and their lives.
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ABSTRAK
TABLE OF CONTENTS
DECLARATION ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
ABSTRAK vi
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF FIGURES xiv
LIST OF SYMBOLS xv
LIST OF ABBREVIATIONS xvi
LIST OF APPENDICES xvii
1 INTRODUCTION 1
1.1 Introduction 1
1.2 Statement of the Problem 2
1.3 Purpose of the Study 4
1.4 Research Questions 5
1.5 Hypothesis 5
1.6 Conceptual Framework 6
1.7 Significance of the Study 7
1.8 Definition of Terms 7
1.8.1. Actualization 7
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1.8.2. Perspective 8
1.8.3. The National Philosophy of Education 8
1.8.4. Secondary School 9
1.9 Organization of Chapters 9
REFERENCES 88
Appendices A - O 95-189
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LIST OF TABLES
LIST OF FIGURES
LIST OF SYMBOLS
- Alpha
df - degree of freedom
f - frequency
μ - mean
p - level of significance
N - number of respondent
% - percentage
SD - standard deviation
t - t-test statistic
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LIST OF ABBREVIATIONS
LIST OF APPENDICES
INTRODUCTION
1.1 Introduction
A coherent vision and goal are vital to any efforts that human being undertake.
This is especially true to the educational efforts. A common educational vision,
enshrined in the Philosophy of Education of a nation, is also like a lighthouse, in
providing guidelines to turn the educational efforts of that nation into success. The
general idea of philosophy is defined by the Oxford Dictionary as a theory or attitude
that acts as a guiding principle for behaviour. As Peter (1997) indicated “statements
of aims of education are positions taken that are based on a set of beliefs – a
philosophy of education (p.176)”. What we belief will determine what we are going
to be in the future. In view of the importance of vision and philosophy, the Ministry
of Education in Malaysia adhere to the National Philosophy of Education (NPE)
which was formed in 1988 in line with the National Principles (Rukun Negara) with
ultimate aims of building an united and progressive society (Ministry of Education,
2001). As Azman (1998) indicated, the implementation of education policy in
Malaysia has carefully taken many factors such as political, social and economic into
consideration that it gives an acceptable norm of satisfaction to its multi-ethnic
citizens. In Malaysia every ethnic groups have their own unique culture and interest.
However, in order to have a harmony and progressive country, every individual shall
unite together in pursuing the same vision despite diversity. The NPE serves this
purpose (Mok, 2008).
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Overall, the NPE not only serves as general aims of Ministry of Education
but it also provides answer to the questions, (i) What type of citizen we want to
produce?, (ii) What type of world or society we would love to live in?, (iii) What are
the values that we cherish?, and (iv) What are the logical relation between all these?.
In general, this study aims to examine the actualization of the NPE in private and
secondary schools in Kuching, Sarawak, Malaysia.
certain skills as a result of the educational programs and whether they have acquired
certain desired attitudes and values, it is necessary that the curriculum, and even the
general aims be evaluated in a continual process.
The important role of the NPE as general aims of education in Malaysia, and
its direct implication on school curriculum are evident in the current KBSR
(Kurikulum Bersepadu Sekolah Rendah) [Malaysian National Primary School
Syllabus] and KBSM (Kurikulum Bersepadu Sekolah Menengah) [Malaysian
National Secondary School Syllabus] (Ee, 1996). As Mok (2008) indicated changes
in school curriculum, were in fact, aligned with objectives of the NPE. The KBSR
and KBSM are anticipated to be able to reflect the NPE. That is the KBSR and
KBSM were implemented in schools with the anticipation that they would produce
holistic and balanced citizen having equipped with all the characteristics as
prescribed in the NPE. However, the actualization of the NPE through KBSR and
KBSM is remains vague in secondary schools. The most recent change of KBSR
with the Revised Primary School Standard Curriculum or Kurikulum Standard
Sekolah Rendah (KSSR) should be read in this. Hence, the NPE, as general aims of
education in Malaysia, shall be evaluated to identify its current trends of
actualization. However, up-to-now, the current status of the actualization of NPE is
vague, there is uncertainty whether the content of NPE has been transmitted
successfully by teacher to students and further personalized by students. Therefore
the study about actualization of the NPE is vital.
actualizing the common general aims of NPE. Hence, the differences between
government and private school should be studied to find out to what extent they are
successful in implementing the NPE. This is vital to ensuring that both government
and private schools aim to achieve the same objective, and for the unity and
betterment of Malaysia.
This study also reflects the latest Preliminary Report for Malaysia Education
Blueprint 2013 – 2025, which envisions the transformation of education in Malaysia.
The Blueprint also aims to ensure operational shift and alignment between policy
formulation and implementation (Ministry of Education, 2012). This study thus runs
as precursor to these efforts as it analyses the realization of the NPE in the targeted
group of students. In fact, students are the one who undergo and involve in the
actual curriculum. Therefore, actualization of different elements of the NPE should
be happening in them. It is for this reason, firstly the study aims to explore their
perspective. Secondly, it aims to analyse the perspective of their teachers on how
well they think the NPE is actualized in their students. Overall, this study anticipates
to filling the gaps of uncertainty by having comprehensive analysis on the
actualization of every element prescribed in the NPE perspectives of students and
teachers in government and private schools.
With reference to the purpose of the study, this study aims to answer the
following research questions:
1.5 Hypothesis
a) H01: There is no difference between student and teacher perspectives for the
actualization of the NPE in secondary schools students.
b) H02: There is no difference between the level of the actualization for the NPE
in government secondary schools students and the level of actualization for
the NPE in private secondary schools students.
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In addition, educators and related authority may use the findings as reference
in improving current curriculum in schools by knowing which element has yet to be
actualized by students.
Finally, this study also serves as part of evaluation for the NPE, in which
evaluate the general aims of education in Malaysia to identify whether the aims of
education has been achieved in reality. Not only the device of the NPE is important,
but also its actualization. This study provides indicator to identify whether the
general aims has been transferred from general aims to specific goals of education,
then to course objective, and finally transfer to the receivers (students).
1.8.1. Actualization
With reference to Oxford dictionary, the term “actualize” means “(with object)
make a reality of”. Hence, the term of “actualization” is used in this research to refer
“to make the NPE into a reality”. Therefore, ‘actualization of NPE’ means the NPE
is realized in and personalized by students that they resemble the type of citizen;
create the type of society; and embrace the values envisioned by the NPE that
Malaysia would like to have.
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1.8.2. Perspective
Ministry of Education (2008) indicates the NPE to constitute the basis for all
education activities and programs in Malaysia. The current vision, mission,
objectives of educators and various national education policies are derived from the
NPE. There are fifteen sub-groups of elements of the NPE. They are:
The secondary schools in this research are referred to government and private
secondary schools in Malaysia. The government schools are fully subsidized by the
government and with standard curricula of KBSR and KSSM, whereas the private
secondary schools are run by private sector. There are three types of private
secondary schools in Malaysia, which include private schools with national
curriculum, independent Chinese schools with Dong Xiao curriculum and
international schools with international curriculum (UNESCO, 2011).
Chapter 4 analyses the collected data and reports the finding. The findings
will be further discussed and related to precious research in Chapter 5. In addition,
implication and recommendations also will be also provided in Chapter 5.