Reflections :

SR PAPBSK only attained 16.42% (11 students) in A-C performance in PSR 2024. Analysis suggests that the decline in overall results was largely influenced by weaker performance in Mathematics. This highlights the need for targeted improvements in Mathematics achievement to enhance future outcomes.

1.      Problem: Low Mathematics Achievement in PSR 2024

Students performed poorly in Mathematics due to difficulties in problem-solving and application-based questions, stemming from weak foundational skills. This weakness resulted from limited practice outside of school and an over-reliance on teachers. Thus, it contributed to the low Mathematics achievement in PSR 2024.

Short term strategies :

·         Homelink involving parental support at home for EMS subjects.

Long term strategies :

·         Morning SIP for Maths focusing on mastering multiplication table.

·         5-a-day starter activities focusing on basic operations.

2.      Attendance & Discipline Problems Impacting PSR Results

Low Attendance and latecomers in Morning Extra Classes (7:05 – 7:30 AM) - Some students arrive late (due to bus queuing / late), causing them to miss PSR past-year paper practice, which is conducted during this session. Since students come at different times, those who are late lose valuable revision opportunities. The school was not able to implement lunch extra class due to the integration which was normally done during the previous years. This somehow affects their overall exam readiness, especially for subjects like Mathematics and Science. 

Apart from that, a number of students have been identified to have attendance problems especially from January to June 2024.  The school had taken actions by giving out warning letters and meeting with the parents.

Strategies :

·         Implement the lunch extra class from 12-12.45 in which teachers involved with the FGS are sorted based on noon duty (lunch & prayer).  There will also be extra classes during Fridays in 2025 to further support the students with PSR practice.

Reflection:

Overall achievement A-C 2024 - 32.5%

a) 7 IEP/REP students - 3 were given extra times and readers, other 4 were sat for the exams with other candidates : teachers still involve all of them in school intervention programmes with simple worksheets.

b) Every Saturday morning class for 30 minutes started in Term 2, PSR past year papers practice - students were grouped based on their abilities - since every week the subjects were rotated it might be less effective, week 1 (Maths), week 2 (English).

c) Revision class within PSR exams - the day before the exams.

d) Maths teacher spend more time on topics that were difficult, so other topics were covered in hurried even extra classes in September were conducted to cover the new topics.

e) Students discipline and attendance problems - school had referred to HEP JSS.

An increase of 6.72% of A-C grades from 2023 to 2024 in PSR Examination.   About 6 out of 17 students (35.29%) achieved A-C grades in PSR 2024.  For PSR subjects, 16 (94.12%) for Bahasa Melayu, 7 (41.18%) in English, 9 (52.94%) in Mathematics, 7 (41.18%) in Science and 100% in MIB.

Although there is an increase in the A-C grade percentages obtained, there are still several factors that cause the A-C grades to remain low.

1.      Understanding the requirements of questions causes students to make mistakes in answering the questions.

One of the factors identified is that pupils read the instructions of the questions only once and did not think in detail of the requirement asked.  Another factor is limited vocabulary which affecting their understanding of the questions and ways of expressing their answer in the correct way as they wished.

2.      Lack of reading and revision at home.

Teachers always reminding and instructing students to read books at home, in addition to the exercises done at school but when asked, most students said that they do not read books or do revisions.  These affecting their capabilities in answering the questions as their knowledge limited due to lack or revision.  Most students only depending on exercise or practices given by the teachers at school.

3.      Short term memory

Students are weak in remembering what they learned and they tend to forget what they had learned.

Reflections

SRJ has achieved 81.48% for students Grade A-D, compared to year 2023 which is 95%. It shows a 13.51% decrease.

As of 27 candidates, 11 students managed to get Grade C and above on all subjects - 40.74%. MOE's target of 90% was not able to achieve. Decrease of A-C% is 24.26%.

2024 PSR Result for SR Junjongan, we can see an increase in A-C for Bahasa Melayu as compared to 2023, from 90% to 92.59%. Percentage for Grade A-D shows over 85% for all subjects.

1. Why students only manage to get 51.85% A-C on Mathematics PSR 2024?

   Many students are lacking interest in understanding the concept of Math.

2. Why are they lacking interest?

   They do not understand the basic operations.

3. Why they don't understand basic operations?

   Practice on this might not be enough or are not in depth.

4. Why not enough practice?

   To catch up on syllabus.

5. Why catch up on syllabus?

   For students to be familiar with all topics before teacher ML.

5 Whys Analysis: Identifying Root Causes and Solutions 

Problem: Low PSR 2024 Achievement Rate (42.86%) & 8 Students Failing Mathematics 

1️⃣ Why did students perform poorly in Mathematics? 

➡ Many students lacked discipline, motivation, and effort in learning, leading to poor understanding of concepts. 

2️⃣ Why did students lack motivation and effort? 

➡ Some students did not receive parental support, lacked self-confidence, or found the subject too difficult. 

3️⃣ Why did parents not support their children’s learning? 

➡ Some parents might not be aware of their child’s struggles, lack the knowledge to help, or have other commitments. 

4️⃣ Why did students struggle with Mathematics even after practice? 

➡ Some had short-term memory issues, were unable to retain concepts, and did not revise effectively. 

5️⃣Why did revision methods not work for some students? 

➡ They struggle to comprehend and apply mathematical terms, such as "more than," especially in word problems. They are also confused about applying the strategies for certain concepts. 

SR Putat achieved 33.33% A to C in PSR 2024, from the analysis it indicates the declined due to lower performance in mathematics achievement

other factors contributing to the declined

• the lack of parental support

• students were weak in answering word problems (application)

• 1 student (LSP in numeracy)

Reflections on PSR 2024 intiatives

1) Analysed past exam results (SBA/SBE) to identify weak areas

2) Re-teaching - address and corect students misunderstanding (especially in maths)

3) Differentiated learning - used variety of teaching approaches to cater students according to ability.

4) Grow me model - Encourages self directed learning, help students to set their goals and encourage them to reflect on past mistake and find ways to improve.

5) Motivation to students - school organised motivational talk for students and parents 5) Extra class on fridays and during school holidays (Maths)

SR Amo achieved 44.44% A to C in PSR 2024 a slight increase of 1.58% from PSR 2023.

Factors that causes grade A-C remain low:

1) Understanding Mathematical terms, concepts and word-problems questions.

2) Lack of parental supports as some of the students look after by grandparents who are academically illiterate in helping the children at home.

3) Students attitudes and behavior as some students have short term memory in applying strategies especially for word-problem questions.

Reflections:

Our school achieved a very satisfying accomplishment last year in the PSR 2024. The pass rate was 100%, but only 66.67% of the candidates (4 out 6) obtained grades A to C. Problem: Struggled with Mathematics. Let's use the 5 WHYs:

1.Why did these two students struggle with Mathematics? They had difficulty understanding fundamental concepts and applying them to problem-solving.

2.Why did they have difficulty understanding fundamental concepts? They lacked a strong foundation in basic mathematical skills, like operations, fractions, and word problems.

3.Why did they lack a strong foundation in basic mathematical skills? Their learning gaps may not have been identified and addressed early enough.

4.Why weren’t their learning gaps addressed early? The current assessment and intervention process might not have provided enough individualized support.

5. Why wasn’t there enough individualized support? Perhaps, teacher had difficult time to give focused attention to every struggling student.

So what can we do to fix this?

Early Identification and Intervention: Use diagnostic tests at the start of the year to spot students with weak foundational skills. (Pre Test)

Personalized Learning Plans: Create tailored plans with specific goals and activities for students struggling with Mathematics. (Apply GROW Me Model).

Small Group Tutoring/Extra Class: Arrange focused sessions with the students for more targeted teaching.

Peer Support Programs: Pair these students with stronger peers for extra practice and collaborative learning.

Parental Involvement: Keep parents informed and engaged with their child’s progress and offer strategies for supporting learning at home.

1.      Focus Group Study during lunch hour.  Students are grouped with a ratio of 1 teacher : 5 students based on their performance in SBE 2024 (Year 5). The PSR practice has helped the students in the previous years.

2.      Homelink with parents. However, it needs to be restrategised using reward system for the parents and students to motivate active involvement at home.  Monitoring and consistent implementation are also taken into account for this homelink approach.

3.      Post mortem and data analysis from SBA & SBE are used to review the target and plan for further way forward.  Teachers use the post mortem to tackle weakest item or focus on potential students more during the intense period right before exams.

School's strategies practices that worked and data used :

a) Streaming the students based on SBA 1 & SBA 2 results (from 2 classes to 3 classes) - the strategies worked for students that range mark between 30-40s since the teacher gave more focus on the group. They performed well in English.

b) 2 teachers taught Bahasa Melayu subjects - one teacher per class (2 year 6 classes). Both teachers can focused on small group.

•       Program Dhoha – focus on Mathematics subject only.  Carried out everyday except Thursday from 7.00 till 7.25 am

•       Friday Support Class carried out starting on the second term of schooling. (for all subjects)

•       Intensive Support Class carried out everyday from 12.45 till 1.30 pm. (for all subjects)

•       Extended Period on Non-Core Subjects starting July and August.

Strategies

A variety of strategies has been done by the teachers. They are:

- Discussion

- Answering technique

- Extra Class

- Checking and Feedback on students work

- Dialogic Teaching

- Independent learning -HA and MA

- Guided learning - LA

- Differentiation

- Focus on targeted items

- Maths Vocabulary and keywords

- Strengthening 4 basic facts operations - using 5 a day as starter and using FTG

- Mathictionary

- Collaborative strategies

- Revision on 'Numbers'

Data used are by Classwork, Homework, Assignments, Formative, Topical Tests, CPT

Areas for improvement

• Mental computational skills

• Dialogic teaching

• Homelink

Effective School Strategies That Worked in PSR 2024 

1️⃣ Revising Past PSR Paper Questions 
✔ Helped students familiarize themselves with exam question formats. 
✔ Improved their confidence in answering similar questions. 
✔ Data Used: PSR 2024 results showed that students who practiced past papers performed better than those who didn’t. 

2️⃣ Targeted Revision on Weakest Topics 
✔ Focused on areas where students struggled most (e.g., problem-solving in Mathematics). 
✔ Allowed teachers to provide personalized intervention based on assessment results. 
✔ Data Used: Mid-year & monthly assessments identified which topics students performed poorly in. 

3️⃣ Extra Classes  
✔ Provided additional learning time outside regular school hours. 
✔ Helped weaker students catch up on difficult topics. 
✔ Data Used: Attendance records showed that students who consistently attended extra classes improved their performance. 

4️⃣ PE & CCA Periods Used for Extra Mathematics Classes 
✔ Allowed more time for Mathematics revision without disrupting other subjects. 
✔ Provided structured guidance on problem-solving techniques. 
✔ Data Used: Classroom assessments showed improved problem-solving skills in students who attended these sessions. 

5️⃣ Motivation Programs & Solat Hajat with Teachers and Parents 
✔ Helped boost students' confidence and discipline. 
✔ Strengthened parental involvement in their child’s education. 
✔ Data Used: Behavioral observations showed that students who participated in motivation programs were more engaged and disciplined in their studies

1) Extra Classes

Morning 7.00 - 7.30 am and Lunch time 12.15 - 1.30 pm

Mathematics: Every Tuesday and Saturday

Science: Every Wednesday

2) Use 5 a day, FTG and PSLE book for Mathematics

3) Cohort Tracking using traffic light

4) Polish program using PSR past years papers

5) Solat Hajat

6) Motivational Talk

7) Parent Teacher Meeting

Using Student Data to Achieve Targets

We use several types of student data to help meet the PSR 2025 target:

a. Formative Assessments: Data from quizzes, classworks and homeworks, and regular tests show how well students understand different concepts. This helps us know where they need more help.

b. Summative Assessments: Results from term exams and previous PSR tests show the overall performance and help identify trends in student results.

c. Diagnostic Data: Pre-assessment data at the start of the year tells us where each student stands, helping create a personalized learning plan.

d. Attendance and Engagement: Tracking attendance and student participation helps us spot students who might need extra support, either academically or emotionally.

e. Behavioral Data: Information about student behavior is also important, as emotional or social challenges can affect their learning. (Observations by teachers and through Learning walks)

f. Progress Tracking (GROW-Me Model): We monitor student progress regularly to make quick adjustments and ensure no student falls behind.

Plans for PSR 2025:

For PSR 2025, we’ll use what we learned last year to improve:

i. Data-Driven Approaches: We will use past performance data to spot trends and provide focused help to weak students in the areas they need most. (results from SBA1, SBA2, Pre and Post Test 2025)

ii. Early Intervention: We plan to identify weaknesses early in the school year, using regular assessments to provide support right away. Example: Pre & Post Test.

iii. Ongoing Monitoring: We’ll keep track of students’ progress frequently to adjust strategies as needed. E.g Systematic Homework/HomeLink.

iv. Additional Resources: We’ll invest in more resources like online tools, learning platforms, and extra learning materials to ensure weak students get the support they need. (especially in Mathematics)

v. Extra classes: We'll start our Extra Classes in Term 2. The main focus will be on EMS subjects.

Data used to improve students achievement

1) Baseline data

2) Progress Check test data

3) SBA results

Reflection

An increase of 6.72% of A-C grades from 2023 to 2024 in PSR Examination.   About 6 out of 17 students (35.29%) achieved A-C grades in PSR 2024.  For PSR subjects, 16 (94.12%) for Bahasa Melayu, 7 (41.18%) in English, 9 (52.94%) in Mathematics, 7 (41.18%) in Science and 100% in MIB.

Although there is an increase in the A-C grade percentages obtained, there are still several factors that cause the A-C grades to remain low.

1.      Understanding the requirements of questions causes students to make mistakes in answering the questions.

One of the factors identified is that pupils read the instructions of the questions only once and did not think in detail of the requirement asked.  Another factor is limited vocabulary which affecting their understanding of the questions and ways of expressing their answer in the correct way as they wished.

2.      Lack of reading and revision at home.

Teachers always reminding and instructing students to read books at home, in addition to the exercises done at school but when asked, most students said that they do not read books or do revisions.  These affecting their capabilities in answering the questions as their knowledge limited due to lack or revision.  Most students only depending on exercise or practices given by the teachers at school.

3.      Short term memory

Students are weak in remembering what they learned and they tend to forget what they had learned.