Education In Singapore Research Articles

Using LLMs to support teacher reflections on using questions to deepen learning and promote student engagement

While much attention has been focused on improving student outcomes, there is growing interest in supporting teachers' reflection on their teaching practice using Generative Artificial Intelligence (GenAI) technologies. This paper examines the application of Large Language Models (LLMs) such as GPT-4 to automate the analysis of secondary school teachers' teaching practice in Singapore, specifically within the context of one of the teaching areas identified by the Singapore Teaching Practice model: using questions to deepen learning. We aimed to demonstrate the effectiveness of LLMs in analyzing classroom lessons in this teaching area. The methodologies employed in this study included the collection of classroom data and their analysis, both manually and using LLMs. Specifically, this involved transcribing the classroom lessons and analyzing each question using LLMs, with the results compared to a ground-truth dataset created through manual analysis. The findings suggest that LLMs are effective in providing, forming the basis for future teacher reflection and the potential for automated self-reflection tools in Singapore schools.

Prevalence and prophylactic management of premolars with dens evaginatus in singaporean school children: a retrospective cohort study.

Dens evaginatus (DE) is characterised by the presence of a tubercle projection, which when fractured may lead to pulpal pathology. The aim of this study was to assess prevalence of DE in the local population and the long-term outcomes of asymptomatic DE premolars managed with tubercle grinding and composite overlay. This is a retrospective cohort study of 9-year-old Singaporean children. The primary outcome was the success of prophylactic management of asymptomatic DE premolars with a single session of tubercle grinding and composite overlay, as determined by the absence of clinical signs or symptoms. The factors associated with survival of DE premolars treated were evaluated using Cox proportional hazard regression. The prevalence of DE among Singaporean children was 7.1% (12,677/178,801). DE premolars were more prevalent among females (56.1%) and those of Chinese ethnicity (87.1%). At the tooth level, 26,875 asymptomatic DE premolars were prophylactically managed with tubercle grinding and composite overlay and 2471 DE premolars did not receive any intervention. The mean review period was 46.2 ± 20.2 months. The success rate for DE premolars that received the intervention was significantly higher (p < 0.001) at 98.9% versus 94.1% in untreated DE premolars. Cox proportional hazard regression revealed that mandibular second premolars (p < 0.001), DE premolars with fractured tubercles at the time of diagnosis (p < 0.001) and children of Chinese ethnicity (p = 0.002) were significantly associated with a higher risk of failures. The prophylactic management of asymptomatic DE premolars with a single-session tubercle grinding and composite overlay is a successful treatment option.

Latent democratic potential: reflections on contemporary citizenship education in Singapore

AbstractDemocratic citizenship education aims to empower students for active participation in democratic deliberation and meaningful public action. However, defining 'democratic' is complex, and ideals vary. Singapore's education system has faced criticism for perceived shortcomings in preparing students for democratic engagement. Concerns include a lack of understanding of democracy, a tendency to accept hierarchy without critical assessment, and a superficial grasp of citizenship concepts. The social studies curriculum and overall school environment are often seen as limited in fostering democratic involvement. This is attributed in the literature to a lack of explicit commitment to democracy in Singapore's citizenship education. Instead, the system appears to lean towards uncritical adherence to national values and commitment to the nation. This paper challenges the focus on formal citizenship education by exploring the potential for democratic engagement within the broader Singapore curriculum. It argues that implicit democratic values emerge through initiatives like "Thinking School, Learning Nation" and the 21st-century competencies framework, fostering critical thinking, which is crucial for developing democratic dispositions. The analysis of alignment between competencies in Singapore education initiatives and those crucial for contemporary democratic participation offers a nuanced understanding of citizenship education beyond its traditional link to notions of liberal democracy. The paper contributes to debates about democracy's relevance in non-liberal democratic contexts, enriching our understanding of alternative pathways to civic engagement and possible futures for democratic citizenship.

Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore

While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency.

"Students’ Views on the Use of Formative Assessment and Feedback for Learning at Higher Education in Singapore During the Covid-19 Pandemic"

"Students’ Views on the Use of Formative Assessment and Feedback for Learning at Higher Education in Singapore During the Covid-19 Pandemic"

AI art education - artificial or intelligent? Transformative pedagogic reflections from three art educators in Singapore

ABSTRACT With growing interest in the role and integration of Artificial Intelligence (AI) and AI pedagogies in transformative art education this paper voices the pedagogic reflections of three art educators in Singapore who have engaged AI in their art provision. It discusses and exemplifies the advantages (intelligent), like interdisciplinary opportunity, enhanced student engagement and increased connectionism, and limitations (artificial), like ethical and moral dilemmas and positioning, of AI integration in three art education settings showcasing how educators and learners engage. Model of pedagogic reflection is used to reveal how the educators provided transformative learning with AI, whilst showing the influence of personal art interests, technique modelling and professional reflections on teaching and making involving AI. Paper contributions include insights into and examples of AI practices and pedagogies (like AI literacy and prompt engineering), that are and could be used in art education, reflections on their successes and limits and commentary on the position of AI integration in the circular economy of art education. The paper is positioned to mobilize educator and student voice as an influential driver in the transformation of art education given ongoing developments in digital education futures.

STEM Learning in Higher Education: A Comparative Study of Science Curriculum in Singapore and Indonesia

This study aims to compare STEM education in higher education institutions in Indonesia and Singapore. This research is a systematic literature review with a PRISMA approach. Document searches were conducted using the PoP application in the Google Scholar database. Documents were analyzed from 2020-2024, resulting in 500 documents from the Google Scholar database. Further analysis based on research focus yielded 40 relevant documents. The analysis results show that STEM education in higher education institutions in Indonesia and Singapore has similarities and differences in terms of objectives, aspects, and implementation. The goal of STEM education is directed towards enhancing individual skills to face challenges and meet the demands of the workforce related to 21st-century skills. STEM education in Singapore and Indonesia includes similar aspects, such as support from government and non-government institutions, teaching aspects related to the integration of teaching with other learning models/techniques, efficacy aspects in terms of educators' confidence in their ability to implement STEM, and material aspects concerning the availability of facilities that support learning. The implementation of STEM education in Singapore and Indonesia has been optimally carried out by educators and students through clear learning frameworks and the integration of courses with STEM

Assessing institutional image's influence on student satisfaction and loyalty in Singapore's higher education: A study on higher learning institution students

This research project expands on previous studies to analyze the institutional image from the perspective of higher education students in Singapore. The work builds on extensive prior research and examines the impact of the recent pandemic and lockdowns in Asia, which have increased Singapore's popularity as a study destination for Asian students, particularly from China. Known as the Garden City and one of Asia's wealthiest cities, Singapore has grown significantly due to foreign direct investment and its strategic location near Malaysia and Indonesia. This study aims to identify institutional and city image dimensions in higher education, focusing on three of Singapore's six publicly funded universities. The critical factors examined include Institutional Image, Economic Image, Social Image, Environmental Image, Perceived Educational Quality, and Satisfaction and Loyalty. These factors are crucial for Singapore's goal to become an innovation and talent powerhouse by 2030, aligning with national scientific and technological advancement plans. The research also explores how Singapore competes with traditional study destinations like the USA, Britain, and Australia.

Ideological Foundations and Problems: Comparative Analysis of Character Education in Singapore and Indonesia

Ideological Foundations and Problems: Comparative Analysis of Character Education in Singapore and Indonesia

P-476 Barriers and facilitators to nationwide implementation of fertility screening interventions: a qualitative study

Abstract Study question What are the barriers and facilitators to the potential nationwide implementation of Fertility Health Screening (FHS) and/or Fertility Awareness and Education (FAE) in Singapore? Summary answer The study reveals implementation factors that shed light on how advanced societies can adopt evidence-based interventions to deliver fertility education together with behavioural change nudges. What is known already Fertility awareness surveys have consistently shown low public awareness of age-related fertility decline and the limitations of fertility treatments. Furthermore, preventive public health messages to increase fertility awareness are known to produce limited sustained effects. While there is evidence that tailored interventions are more effective than generic ones at increasing fertility awareness, interventional studies targeted at those of reproductive age are scarce. An effectiveness-implementation hybrid type I 3-arm open-label randomized clinical trial (RCT) is underway to evaluate the effects of two theory-based interventions on knowledge, attitudes and practices around childbearing among young married couples in Singapore. Study design, size, duration The present qualitative study was conducted to explore experiences and perspectives on the interventions and their potential implementation among healthcare professionals (HCPs) involved in implementing the interventions and a sub-sample of couples randomized into either treatment group. Recruitment used purposive sampling. Individual semi-structured interviews were conducted from June 2021 to December 2023. The Consolidated Framework for Implementation Research (CFIR) was used to develop the interview guide. Sample size was determined by data saturation. Participants/materials, setting, methods Couples in either treatment group were recruited after completing their final follow-up visit, while HCPs were recruited at their convenience. After taking written informed consent, the interviews were conducted in person or over Zoom and audio recorded. The interviews were transcribed verbatim and inductive thematic analysis was used to evaluate the data. Themes were then mapped to CFIR constructs. The results were reported according to O’Brien et al.’s (2014) Standards for Reporting Qualitative Research. Main results and the role of chance Twenty HCPs (10 doctors, 8 embryologists, 1 nurse and 1 manager) and 29 heterosexual couples (FHS n = 16; FAE n = 13) participated in the interviews. Median age was 30 (women) and 32 (men) years with most participants having post-secondary education. In FHS, couples underwent an Anti-Mullerian Hormone (AMH) test and semen analysis (SA), doctor’s consultation, and standardized counselling by a trained nurse. In FAE, couples watched a video of other couples’ pre-pregnancy experiences, completed an adapted fertility status awareness tool (FertiSTAT), and received an educational brochure. FHS barriers (CFIR constructs n = 6) included the discomfort when producing SA samples, male partners’ reluctance to share personal information with embryologists for SA, stigma associated with undergoing fertility-related tests, lack of time for appointments, limited cost effectiveness, and shortage of human resources due to potential increase in service demand. FHS facilitators (constructs n = 4) included evidence-based testing, increased knowledge of reproductive potential, advice from trained HCPs and comprehensible brochures. Perceived facilitators for FAE (constructs n = 2) included compelling video messages and clearly designed questionnaires. No major barrier was reported for FAE. Overall, insights gained from the interviews can inform strategies to address barriers and leverage facilitators for each intervention. Limitations, reasons for caution Barrers and facilitators may differ between countries. There may also be selection bias in the recruitment strategy, as participants were likely those who wished to have children. Moreover, the lack of diversity in educational qualifications and ethnicity may exclude the influence of class and cultural factors on parenthood intentions. Wider implications of the findings The findings contribute to an understanding of personalised fertility interventions coupled with behavioural change influences by showing how qualitative process indicators could complement research on interventions’ effectiveness. This has implications for other developed countries that are seeking to explore how implementation factors can expedite clinical best practice after research discovery. Trial registration number NCT04647136

A critical evaluation of “paradoxical” leadership: (new) natural law theory, Aristotelian “heresy” and the mending of nominalist bifurcations

ABSTRACT In this essay, I evaluate the theory that leadership ought to be ”paradoxical”, meaning that leaders should embrace contradictions and incoherent norms. The idea of a paradoxical practice is trending in both education leadership and policy studies (as well as in business leadership studies), but in fact the literature on education (in Singapore and elsewhere) suggests that this is not helpful for arresting the terrors of performativity, and that there are examples of high performing education systems flourishing better through being consistent with core values. I detail how paradoxical leadership makes it difficult for defending ethical practice and how their rejection and shaming of the Aristotelian principle of non-contradiction risks effecting a woke culture that represses criticality. I argue that all this is part of an ongoing nominalist trend (the bifurcation between nature and thinking) in the history of ideas, only that we are at a philosophical tipping point. I explore the alternative, which takes contradictions seriously and irons out inconsistencies, and pre-empt objections internal to the Aristotelian tradition, and also offer an interpretation of James March’s influential theory of leadership to show that if read carefully, the theory does not fit well with the paradoxes approach.

Teaching from the heart: an evaluation of award-winning teachers in Singapore

ABSTRACT The Inspiring Teacher of English Award and the President’s Award for Teachers are national awards that recognize outstanding Singapore educators. This paper delves into the practices and philosophies of six award-winning teachers, unravelling the intricacies that distinguish their pedagogical approaches. The study is centred around three pivotal themes: Student-centred instructional approach, Optimization of Curriculum Materials, and Heart for students. The teaching philosophy undergirds and informs the other two themes, providing the guiding principles that ensure a consistent, student-centred, and resource-effective approach in the classroom. Highlighting the adaptability of these educators in tailoring their methods to individual student needs, the paper emphasizes the significance of a sound educational philosophy as their guiding principle. Furthermore, it explores the adept integration of curriculum materials in their teaching. This analysis offers valuable insights into the unique qualities and teaching methodologies that contribute to the success of award-winning teachers, providing a nuanced understanding of their contribution to educational excellence. Additionally, this analysis suggests significant implications for teacher education and in-service professional development, highlighting the need for programmes that foster these key attributes and approaches, thereby enhancing teacher effectiveness and student learning outcomes across educational settings.

A psychometric evaluation of an item bank for an English reading comprehension tool using Rasch analysis

This study reports the psychometric evaluation of an item bank for an Assessment for Learning (AfL) tool to assess primary school students’ reading comprehension skills. A pool of 46 primary 1 to 6 reading passages and their accompanying 522 multiple choice and short answer items were developed based on the Progress in International Reading Literacy Study (PIRLS) assessment framework. They were field-tested at 27 schools in Singapore involving 9834 students aged between 7 and 13. Four main comprehension processes outlined in PIRLS were assessed: focusing on and retrieving explicitly stated information, making straightforward inferences, interpreting and integrating ideas and information, and evaluating and critiquing content and textual elements. Rasch analysis was employed to examine students’ item response patterns for (1) model and item fit; (2) differential item functioning (DIF) about gender and test platform used; (3) local item dependence (LID) within and amongst reading passages; and (4) distractor issues about options within the multiple-choice-type items. Results showed that the data adequately fit the unidimensional Rasch model across all test levels with good internal consistency. Psychometric issues found amongst items were primarily related to ill-functioning distractors and local dependence on items. Problematic items identified were reviewed and subsequently amended by a panel of assessment professionals for future recalibration. This psychometrically and theoretically sound item bank is envisaged to be valuable to developing comprehensive classroom AfL tools that provide information for the English reading comprehension instructional design in the Singaporean context.

Social studies and citizenship education in Singapore: Towards a progressive orientation

Social studies and citizenship education in Singapore: Towards a progressive orientation

Editorial: teacher education in Singapore in the twenty-first century—the past, the present and envisioning the future

Editorial: teacher education in Singapore in the twenty-first century—the past, the present and envisioning the future

Special Education Personnel Preparation in Singapore

Special education in Singapore has evolved considerably during the past two decades with greater enrollments of students with special educational needs in regular mainstream schools. This progressive transformation in Singapore’s education towards the inclusion of students with special needs in mainstream classes has been accompanied by concomitant changes in teacher preparation programs for both general and special education teachers and professionals. This article situates and describes special education in Singapore and its increasing role in partnering with mainstream education within Singapore’s socio-historical context and evolvement as a nation since independence. Current issues related to special education and its expanding role in preparing teachers and related professionals for working with students with special educational needs in both mainstream and special schools are discussed with implications raised for future directions.

Teachers as ‘Powerless Elites’: Emotions and Transformative Learning

This research uses narrative analysis to examine the emotional experiences of five schoolteachers, teaching in five different schools in Hong Kong, Singapore, and Taiwan. The analysis shows the paradoxical perceptions about the (ir)replaceability of the teaching profession in the digital era. Findings include i. the strong mixed feelings experienced by teachers regarding the future of education that is embedded with digitalisation; ii. Meaning-making in teaching lies on the emotional engagement of teachers and quality teacher-student-relationship; iii. intense self-doubts on the roles of teachers in a virtual classroom were experienced in the beginning of the pandemic, but it has transformed into a refined roles upon critical self-reflection. This research investigates the emotionality of teachers in the virtual classroom, transformative learning has been the key to teachers’ refined roles despite society’s increasing reliance on artificial intelligence.

Editorial: teacher education in Singapore in the twenty-first century: the past, the present and envisioning the future

Editorial: teacher education in Singapore in the twenty-first century: the past, the present and envisioning the future

Commentary: teacher education and nation-building in Singapore

Commentary: teacher education and nation-building in Singapore

When can we Kick (Some) Humans “Out of the Loop”? An Examination of the use of AI in Medical Imaging for Lumbar Spinal Stenosis

AbstractArtificial intelligence (AI) has attracted an increasing amount of attention, both positive and negative. Its potential applications in healthcare are indeed manifold and revolutionary, and within the realm of medical imaging and radiology (which will be the focus of this paper), significant increases in accuracy and speed, as well as significant savings in cost, stand to be gained through the adoption of this technology. Because of its novelty, a norm of keeping humans “in the loop” wherever AI mechanisms are deployed has become synonymous with good ethical practice in some circles. It has been argued that keeping humans “in the loop” is important for reasons of safety, accountability, and the maintenance of institutional trust. However, as the application of machine learning for the detection of lumbar spinal stenosis (LSS) in this paper’s case study reveals, there are some scenarios where an insistence on keeping humans in the loop (or in other words, the resistance to automation) seems unwarranted and could possibly lead us to miss out on very real and important opportunities in healthcare—particularly in low-resource settings. It is important to acknowledge these opportunity costs of resisting automation in such contexts, where better options may be unavailable. Using an AI model based on convolutional neural networks developed by a team of researchers at NUH/NUS medical school in Singapore for automated detection and classification of the lumbar spinal canal, lateral recess, and neural foraminal narrowing in an MRI scan of the spine to diagnose LSS, we will aim to demonstrate that where certain criteria hold (e.g., the AI is as accurate or better than human experts, risks are low in the event of an error, the gain in wellbeing is significant, and the task being automated is not essentially or importantly human), it is both morally permissible and even desirable to kick the humans out of the loop.