Abstract

This study surveys English language teachers’ pressure to improve students’ scores in standardized English examinations and how it has affected their classroom practices. The purpose of this study is to explore the teachers’ level of pressure to improve students’ performance in the examination. This study also seeks to investigate whether there are any differences in terms of classroom practices between teachers who express high pressure and low pressure. In this study, classroom practices are determined by four variables which are; (i) test preparation activities, (ii) mode of instruction during English lesson, (iii) instructional content, and (iv) teachers’ involvement in motivational practices. Responses were analysed using Multivariate Analysis of Variance (MANOVA) to determine whether there is any significant difference in terms of the four classroom practices variables and the pressure subgroups. This study found that teachers are pressured to improve students’ scores in standardized English examinations. Further, there are significant differences between teachers experiencing high pressure and low pressure in terms of their classroom practices, mode of instruction, instructional content and motivational practices.

Highlights

  • A standardized test is any test which is administered, scored and interpreted in a pre-determined manner (Popham, 2005)

  • Teachers feel pressured from the school inspectorates to raise scores of English in the centralized examinations

  • Teachers feel pressured from parents to raise scores of English subject on the centralized examinations

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Summary

Introduction

A standardized test is any test which is administered, scored and interpreted in a pre-determined manner (Popham, 2005). Throughout their primary and secondary school years, Malaysian students sit for as many as four national standardized examinations They are Ujian Penilaian Sekolah Rendah or Primary School Assessment Test (UPSR), Penilaian Menengah Rendahor Lower Secondary Examination (PMR), Sijil Peperiksaan Malaysia or Malaysian Certificate or Education (SPM) and Sijil Tinggi Peperiksaan Malaysia or Malaysian Higher School Certificate Examination (STPM). Results from these examinations have been used as the major yardstick in assessing students’ performance. The students’ performance in the test will risk their own individual performance, and the school and teachers

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