Education In Singapore Research Articles

A review of tertiary-level writing courses in Singapore: pedagogical approaches and practices

ABSTRACT While there have been several studies on primary and secondary English education in Singapore, less research has been done on academic writing courses at the tertiary level. This study presents the results of a survey, which aimed to find out the pedagogical approaches and skills prioritized by tertiary-level writing teachers in Singapore. The project was guided by the following questions: (1) What is the dominant approach to teaching writing courses in Singapore? (2) What are the educational backgrounds of writing teachers in Singapore and does this relate to the pedagogical approaches that inform their teaching? (3) What practices do these teachers prioritize in the work they do as teachers and in their learning outcomes? (4) What are the typical assignments, class sizes, and teaching loads for Singaporean writing/communication classes? The results suggest that most teachers of Singaporean writing classes have a background in linguistics and take an English for Academic Purposes (EAP) approach; however, there was also some evidence of a blended approach between EAP and composition studies. The study proposes that, as Singaporean students become more proficient in English, this blended approach may present the best way forward for teaching academic writing in Singapore.

Task-based Language Teaching to Develop Malay Language Speaking Skills of Primary 5 Singaporean Students

The purpose of this study is to examine the effectiveness of task-based language teaching approach for improving speaking skills, focusing on fluency, use of appropriate language structure and vocabulary for primary schools in Singapore. This study is also to find out whether the task-based language teaching model can increase students' motivation level, confidence, and ability to speak Malay. This quasi-experimental non-equivalent groups pre-post-tests design study was conducted in Singapore, involving primary 5 pupils from two different schools. The treatment group comprised of 30 students while 22 students were included in the control group. The treatment group used the task-based language teaching model and the control group used conventional approaches. The treatment and control groups underwent oral pre-test before task-based language teaching approach and conventional approaches, respectively. Five task-based language teaching lessons were carried out for five weeks before post-test was administered using pictures for the treatment group. The control group took the same post-test after the conventional approach. The treatment group also completed survey questions before and after task-based language teaching approach. Findings show that there were significant differences between the pre- and post-tests scores for fluency, vocabulary, and language among students in the treatment group. For the control group, there were no significant differences between pre- and post-test scores for fluency, vocabulary, and use of language. However, when the post-test scores of both groups were compared, the results show only significant differences for fluency but not for vocabulary and language. The descriptive results show improvement in motivation and confidence after using task-based language teaching approach. Based on the findings, the researchers recommend that task-based approach be given more attention in Malay Language classes though they also suggest that further research is needed to explore more in the effectiveness of task-based programs for other levels.

A study into wellbeing, student engagement and resilience in early-adolescent international school students

Growth in the international school sector continues, with significant expansion of the sector in Asia. Whilst substantial research has been conducted on the adjustment experience of tertiary-aged students, limited research attention has been given to school-aged students in international schools. The environment, conditions and challenges experienced by school-aged international students can differ considerably from those of tertiary-aged international students. This can be heightened during early-adolescence with adjustment from school mobility linked to many negative developmental outcomes. The present study investigates wellbeing, engagement and resilience of 178 early-adolescent international school students (aged 10-14) from an international school in Singapore that offers the International Baccalaureate Diploma and the national curriculum of England. Results reported a positive significant association between wellbeing, engagement and resilience constructs. The study also identified demographic and mobility characteristics that were associated with lower levels of wellbeing, behavioural engagement and resilience. Findings of the study highlight a potential cohort of early-adolescent international students who could benefit from additional support.

Programs for developing critical thinking skills in public education schools in Singapore and Australia and the possibility of benefiting from them in the Kingdom of Saudi Arabia: A comparative Study: برامج تطوير مهارات التفكير الناقد في مدارس التعليم العام بدولتي سنغافورة واستراليا وإمكانية الاستفادة منها في المملكة العربية السعودية: دراسة مقارنة

The study aimed to identify methods for developing critical thinking skills programs in public education schools in the Kingdom of Saudi Arabia in light of the experiences of Singapore and Australia, and the researcher followed the descriptive and comparative approach through George Periday's approach to comparative education, according to its steps: description, interpretation, Juxtaposition, and comparison The study sample consisted of documents, reports, and previous studies of the ministries of education of the countries of comparison and the Kingdom of Saudi Arabia. The study reached a set of results, the most important of which are: that there are similarities and differences in the methods of developing critical thinking programs between the Kingdom and the countries of study, and it recommended the need to develop mechanisms Developmental programs for critical thinking, and their use in the educational process, such as the interest in including books and courses on critical thinking strategies.

New schools in New York City and Singapore

This paper compares the evolution of two initiatives—one in Singapore and one in New York City—designed expressly to support the development and spread of new and innovative school models. These two initiatives—Future Schools in Singapore and the iZone in New York City—reflected the hope that new school models and associated innovations could be incubated and then replicated to help create system-wide conditions that would allow new approaches to schooling to emerge. Despite dramatically different system contexts—in terms of governance, politics and professional capacity—we show how both initiatives have to deal with basic institutional, political and societal conditions that sustain conventional educational practice. We focus particularly on how common factors like capacity demands, frequent changes in policies and emerging technologies create opportunities for the development of some new resources and practices even as they reinforce many aspects of the conventional "grammar of schooling." Although this analysis emphasizes common challenges for developing more "innovative" approaches to schooling, we highlight as well the often-unanticipated developments that contribute to smaller scale innovations and incremental change.

Developing 21st Century School Media Resource Libraries for Singapore

In light of global calls for emphasizing innovative thinking and creative problem solving in elementary and secondary schools and a more collaborative role for school media resource libraries to support the new focus, a taskforce of four faculty members from the Division of Information Studies of Nanyang Technological University undertook to assess the status of a selected group of thirteen media resource libraries in Singapore. Data obtained from questionnaires and focus groups indicate that for Singapore's School Media Resource Libraries to play a significant role in supporting the new educational focus some important changes are needed. Recommendations from the taskforce include a change in status of the School Media Resource Library and its supervisor, additional training and education for these supervisors, improved access and connectivity for inter-school cooperation, and more collaborative collection management policies.

Childhood Factors and Dental Caries in the Permanent Dentition: Findings of an 8-Year Study Under a Nationwide School Dental Service

ObjectiveThis study, using a retrospective analysis of nationwide dental records of school-going children over 8 years, aims to identify childhood factors associated with dental caries incidence in the permanent dentition up to adolescence. MethodsStudents studying in primary and secondary schools in Singapore are eligible for free basic dental care under the nationwide School Dental Service (SDS). All available dental records, general health records, and sociodemographic data from 2009 to 2017 were extracted as anonymised records, for a full cohort of 29,617 students that were enrolled in Primary 1 in 2009. Multiple logistic regression and modified Poisson regression were applied to identify risk factors for caries incidence in the permanent dentition over 8 years. ResultsCaries occurred in the permanent dentition of 9389 (31.7%) students in the 8 years. Risk of caries incidence in the permanent dentition was associated with baseline caries in the primary (risk ratio [RR]: 1.88; 95% CI: 1.81, 1.95) and permanent (RR: 1.54; 95% CI: 1.47, 1.61) dentition, tooth hypoplasia (RR: 1.58; 95% CI: 1.49, 1.68), and poor baseline oral hygiene (RR: 1.07; 95% CI: 1.03, 1.12). Sociodemographic predictors of caries incidence include a lower socioeconomic status, Chinese ethnicity, female gender, and enrolment in nonmainstream schools or schools in the Eastern and Western regions of Singapore. ConclusionsBoth clinical and sociodemographic factors in childhood are associated with caries incidence in the permanent dentition and can be used for structuring dental service provision and identifying caries-susceptible individuals and groups for early prevention and intervention.

The influx of International Baccalaureate (IB) programmes into local education systems in Hong Kong, Singapore, and South Korea

ABSTRACT This comparative analysis aims to capture the complex roles and positionings of the International Baccalaureate (IB) in conjunction with local education systems in Hong Kong, Singapore, and South Korea. Our analysis focused on how the IB’s institutional legitimacy is presented in the three societies. We conducted a documentary analysis of texts on the introduction and implementation of IB programmes into local school systems. Our findings suggest that there are commonalities and variations in how the IB is interpreted by key local agents and is positioned into local education systems. Specifically, across the three societies, the IB has expanded continuously. At the same time, its institutionalisation process varies by each society’s socio-historical context and needs: substantive legitimacy as the international curriculum of choice in Hong Kong, a quiet supplement to elite education in Singapore, and instrumental curriculum borrowing for fixing the education system in Korea. We also find that the institutionalisation of the IB is limited at a symbolic level and controlled by the Singaporean government, while the IB is saliently promoted by local education authorities in the context of education reform in Korea. The institutionalisation process of the IB in Hong Kong is primarily swayed by market principles under the existing school choice system.

Nonlinear Pedagogy and its implications for practice in the Singapore PE context

ABSTRACT Background Nonlinear Pedagogy, underpinned by concepts in ecological dynamics, is a pedagogical framework that advocates an exploratory approach to acquisition of movement skills with an emphasis on individualised movement solutions. Its key principles have been successfully implemented in sports teaching and coaching and are currently being applied to learning designs in PE programmes. Purposes The purposes of the paper are to provide an overview of the theoretical underpinnings and practical implications of Nonlinear Pedagogy (NLP) for Physical Education (PE). To exemplify applications of key concepts, we discuss how NLP is being implemented as a methodological framework for learning design in PE programmes of Singapore schools. For simplicity, our analysis focuses on the ‘What’, ‘Why’ and ‘How’ of NLP to illustrate its application in Singapore PE programmes. Discussion Understanding the ‘What’ and ‘Why’ of NLP can provide a sound foundation to understand how this pedagogical framework can be applied in formalised school PE settings. While it is important for teachers to know what NLP is, the ‘Why’ of NLP, referencing its effectiveness as a pedagogical approach, can provide a rationale for its adoption to enhance teaching and learning. The ‘How’ of NLP’s practical implementation in Singapore schools is of primary interest for teachers, managers, administrators and policy makers in education. Conclusion The article discusses key pedagogical principles from NLP, which can provide a platform for teachers to design effective lessons and practices to enhance learning in PE programmes. An important practical implication of the current paper is to provide educators with guidance and training for incorporating pedagogical principles of NLP in lessons and learning programmes to enhance ‘nonlinearization’ of some current practices.

Educational environments in Asian medical schools: A cross-national comparison between Malaysia, Singapore, and China.

Perceptions of the educational environment (EE) represent an important source of information on medical students' learning experience. Understanding and addressing these perceptions can help inform initiatives designed to improve the learning experience and educational outcomes, while comparison of student perceptions across medical schools can provide an added perspective. The aim of the study was to compare the EEs of three Asian medical schools: Royal College of Surgeons in Ireland and University College Dublin Malaysia Campus, Yong Loo Lin School of Medicine, Singapore and Xiangya School of Medicine, China. Medical students in the clinical years (N = 1063) participated in a cross-sectional study using the Dundee Ready Educational Environment Measure (DREEM). Data were analyzed using SPSS version 22. There were significant differences between the three medical schools in the total DREEM scores (F [2, 1059] = 38.29, p < .001), but all were in the category "more positive than negative" (mean score 135.42, range 128.97-142.44). Highest DREEM scores were noted in year 5 at RUMC (139.79 ± 79), year 3 at YLL (145.93 ± 14.52), and year 4 at XSM (138.56 ± 18.91). Variations in total and subscale DREEM scores were also found between clinical years in each medical school. Total DREEM scores at the three medical schools are similar to those reported from other undergraduate settings. However, significant variations occurred in perceptions of the EE, as students progressed through the clinical years. Greater attention to the learning environment and the curriculum may improve students' educational experience.

Implicit Theories of Intelligence and Achievement Goals: A Look at Students' Intrinsic Motivation and Achievement in Mathematics.

The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students’ intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students’ mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes.

Guiding the young child: trajectories of parents’ educational work in Singapore

Singapore has established a reputation as a top performer in international student assessment tests and rankings, which is usually understood to be the result of a competitive education system and a distinct Asian parenting culture. Drawing on ethnographic data, the aim of the article is to explore the emotional and moral dimensions of Singaporean parents’ educational work, and how they cope with complex and sometimes contradictory demands in raising their young children. The article is based on interviews and observations with parents of pre- and primary school-aged children. The reasons for focusing specifically on this category of parents was that previous research indicates that parental involvement in children’s education in Singapore is most intense during this period, and that parents everywhere are faced with increasing expectations to attend to their young children’s learning and cognitive development. The findings contest simplistic interpretations of intensive parenting in East Asia, especially when considering the role of social class, gender and generational change.

Applying a ‘glonacal’ framework: the education choices of academically elite students in Singapore in relation to state scholarships

ABSTRACT This study is an attempt at better understanding the education choices of top-performing students in elite schooling. It applies a ‘glonacal’ framework (Maxwell 2018, “Changing Spaces – The Reshaping of (Elite) Education Through Internationalisation.” In Elite Education and Internationalization: From the Early Years Into Higher Education, edited by C. Maxwell, U. Deppe, H. Kruger, and W. Helsper, 347–367. London: Palgrave Macmillan.) and focuses on the case of academically elite students who have graduated from an elite secondary school in Singapore, and their attitudes toward a scheme of undergraduate state scholarships. Drawing on life history interviews and focus group discussions with such individuals, I uncover how Singaporean informants portrayed aspirations of moving abroad for university education, and of returning to Singapore, commensurate with the state’s strategy of tying them to the local through contractual bonds. Their characterisation of the scholarship in terms of ‘comfort’ and ‘stability’ must be contextualised within a nationalistic regime linking an elitist education system via scholarships to the local sphere of social and political power. The discussion serves to demonstrate relations between transnational mobility, the school and the local political economy, and how these have an influence on student subjectivities regarding education choices.

Environmental Exposures in Singapore Schools: An Ecological Study.

Global climate change is a clear and present danger to our environment, but the impacts of climate change on human health are less known. People in Asian countries are more susceptible to the negative impacts of climate change and the subsequent environmental exposures because of the high population density, rapid urbanization, and natural geography of the region. The objective of this multidisciplinary collaborative ecological study was to explore the impact of environmental exposures such as temperature (°C), noise (db), humidity (%rh), air conditioning exposure time (hours), and distance traveled to school (km) on the comfort and academic success of school children in Singapore. Analysis of a large dataset from the Singapore National Science Experiment revealed a positive correlation between the distance traveled to school and favorable environmental conditions (moderate temperatures, low noise, low humidity, and higher amount of air conditioning time) and student academic performance. The analysis revealed that the distance traveled between home and school for public school students falls within a larger range than that for independent (private) school students. On average, students traveled farther distances to attend schools of higher academic caliber thereby increasing their exposure to environmental pollution. Student exposure to pollution can be minimized if all schools adhere to higher standards of environmental comfort and standardized academic caliber. If students can attend the school closest to their homes, they can minimize their daily pollution exposure due to traffic/commute, thereby mitigating the resultant negative health consequences.

The distribution of leadership between vice-principals and principals in Singapore

ABSTRACT This article examines the distribution of leadership between vice-principals and principals in Singapore. Vice-principals are an important leadership source in schools because they contribute to various key functions in school, including staff development, student learning and management. This research is on vice-principals’ contributions which are underrepresented in the literature. The study consisted of interviews of 28 vice-principals and 10 principals from 37 schools in Singapore. A mixed case-oriented and theme-oriented strategy was adopted, with member checking conducted through a case write up for each vice-principal. The findings illustrate how vice-principals worked with principals to co-set directions, motivate staff, lead instruction, and promote a desired culture. The study suggests the possibility of viewing the vice-principal and the principal as a leadership couple, with each performing complementary or overlapping practices, through a combination of collaborated and collective distribution. The study also illustrates vice-principals’ leadership and agency vis-à-vis principals’, which otherwise have been neglected.

Special Report on Online Legal Education in Malaysia, Brunei Darussalam and Singapore

This report compares the development of online legal education in Malaysia, Brunei Darussalam and Singapore, three quite closely linked Asian economies following the English common law tradition. Due to the outbreak of the COVID-19 pandemic in early 2020, these countries all faced pressing needs to shift their legal education to mostly online modes. In Malaysia, where the health and economic consequences of the pandemic were the most salient, universities and institutions have been struggling to deliver online teaching due to the uneven allocation of internet resources among the large population scattered across large and sometimes remote areas. Being instead small but well-resourced states, Brunei and Singapore were well positioned to weather the global pandemic and adopt online legal education. In particular, Singapore is a leader of online legal education in ASEAN, thanks to its advanced ICT infrastructures and outstanding preparedness for online teaching. Both Brunei and Malaysia can learn from the success of Singapore, to become strong players in the field of online legal education.

Children’s perceptions of factors influencing their physical activity: a focus group study on primary school children

ABSTRACT Purpose Establishing healthy lifestyle behaviours in primary school children is important, as these behaviours are likely to track into adulthood. This study aimed to explore the factors influencing physical activity (PA) in primary school children through their perspectives. Approach Eleven focus group discussions and one interview were conducted with 52 children (n = 29 girls) aged 9–12 years from two primary schools in Singapore. Data analyses were conducted using thematic analysis, deductively following the socio-ecological model (SEM) and inductively for themes at each SEM level. Results At individual level, children’s perceived enjoyment, health benefits and expectation of rewards motivated them to engage in PA, while time constraints and their apathy towards PA hindered PA engagement. Children’s PA occasions at home were reported to be influenced by parental permission, priorities and availability, and the availability of preferred peers. Physical environmental factors such as opportunities for PA in school, access to facilities for PA and weather influenced children’s time spent on PA and the types of activities they engaged in. Conclusion This study summarized some factors that children have reported to influence their PA behaviour. These findings could help inform future interventions aimed at promoting PA among primary school children in Singapore.

Evolution of Cardiac CT Imaging and Education in Singapore

Evolution of Cardiac CT Imaging and Education in Singapore

Impact of the COVID-19 Pandemic on Education in Singapore: A Case Study of Online Learning during the School Closure Period

Impact of the COVID-19 Pandemic on Education in Singapore: A Case Study of Online Learning during the School Closure Period

Comparison of Teacher and School Managers` Assignment Policies Between South Korea, Singapore, Japan, Finland and Turkey

In this study, South Korea, Singapore, Japan, Finland and Turkey Countries teachers and school administrators were compared in terms of assignment policies. In this research, a holistic multiple state pattern, which is one of the qualitative research types, was used. The reason for using this method has been examined in accordance with the problem situation of these countries and then compared with each other.