The Roles of Administrators in Aboriginal Schools: A Case Study in a Malaysian State

Wahab, Norwaliza A.; Mustapha, Ramlee; Ahmad, Abdul Razaq

doi:10.7763/ijssh.2016.v6.674

Cited by 5 publications

(6 citation statements)

References 5 publications

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“…This finding is in line with the finding of Howard (1995), whereby they concluded that many Indigenous pupils experience difficulties when learning mathematics similar to the Indigenous pupils living in Australia, New Zealand, Papua New Guinea and the Pacific, who tend to perform relatively poorly on standardised tests when compared to their non-Indigenous counterparts (Meaney et al, 2012). The findings also support the findings of Wan Afizi et al (2014) and Norwaliza et al (2016) who reported that the educational attainment of the Orang Asli children remains a challenge due to issues such as learning disengagement.…”

Section: Mathematics Competencesupporting

confidence: 90%

“…On a similar note, the Indigenous people in Taiwan exhibit differences in learning and achievement when compared to the mainstream population and yet face similar difficulties in mathematical learning (Huang, 2008). Similarly, within the Malaysian context, the educational attainment of the Orang Asli children is a growing concern (Wan Afizi et al, 2014;Norwaliza et al, 2016) and involves issues such as their learning disengagement and low achievement.…”

Section: Introductionmentioning

confidence: 99%

“…Some of these problems are also related to the teaching and learning of mathematics in Orang Asli primary schools. As reported by Norwaliza et al (2016), the educational attainment of the Orang Asli children is obstructed by issues such as learning disengagement and low motivation despite the efforts made by the Malaysian Government. Apart from the poor academic performance, their dropout rate for secondary school is more serious compared to the primary school (Hassan et al, 2018) and the dropout rate still remains has a great cause of concern, which in return affects their academic achievement (Sharifah et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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The Issues and Challenges of Mathematics Teaching and Learning in Malaysia Orang Asli Primary Schools From Teachers' Perspectives

Md-Ali

Veloo

Shanmugam

et al. 2021

Malaysian Journal of Learning and Instruction

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Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

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Section: Mathematics Competencesupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Issues and Challenges of Mathematics Teaching and Learning in Malaysia Orang Asli Primary Schools From Teachers' Perspectives

Md-Ali

Veloo

Shanmugam

et al. 2021

Malaysian Journal of Learning and Instruction

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“…Orang Asli is estimated to account for around 13.9% of the 31 million population in Peninsular Malaysia (International Work Group For Indigenous Affairs, 2017). The Senoi is the largest ethnic group constituting about 55% of the total population of Orang Asli, followed by the Proto-Malays and the Negritos at 42% and 3% respectively (Wahab, Mustapha, & Ahmad, 2016). The sub-group of Senoi includes Mah Meri, Semoq Beri, Temiar, Che Wong, Jah Hut, and Semai.…”

Section: Literature Review Orang Aslimentioning

confidence: 99%

An exploratory study on Indigenous Knowledge of ‘Green Technology’ (IKGT) among orang asli in Malaysia

2018

J. adv. humanit. soc. sci.

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Presently there are numerous environmental issues and challenges of the nation that need to be addressed at all levels with the coorperation of various parties to protect the earth life support systems. Orang Asli Indigenous Knowledge of 'Green Technology' (IKGT) is a naturalistic and environmentally friendly technology which is used to conserve and reduce the human impact on the earth as well as to create a way of sustainable development. This study aims to examine the use of Orang Asli indigenous knowledge of their 'green technology' to practice environmental sustainability and conserve natural resources now and later on to make the earth 'greener'. The study employed a descriptive case study qualitative approach which used in-depth interview, ield observation, and document analysis as an exploration instrument. The design of the conceptual framework was framed based on 2 themes; Indigenous Medicine (IM) and Indigenous Handicraft (IH). This research was carried out at Orang Asli settlements in 4 states: i) Selangor, ii) Perak, iii) Terengganu and iv) Pahang which involved six informants aged 30 and older. The indings of the study will be valuable for the purpose of sharing Orang Asli IKGT and provide the main strategies in which the bene its of utilizing their green practices in the future world would overweight its cost. Orang Asli IKGT's framework can be used by the current society as a guide to lessen carbon footprint and others harms evolved. In addition, it serves as a basic or medium for all levels; institutional, regional, national, and local scales which aspire to launch sustainability programs locally or internationally as well as expanding economic and market forces while safeguarding cultural diversity.

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“…However, educational attainment of the Orang Asli has been problematic (Wan Afizi, Shaharuddin & Noraziah, 2014;SUHAKAM, 2015;Norwaliza, Ramlee & Abdul Razaq, 2016). Moreover, past research revealed a similar deficit model reflected in the desire to explain underachievement and learning disengagements among the Orang Asli students.…”

Section: 10 Introductionmentioning

confidence: 99%

Leading Learning: A Grounded Theory Perspective of the Orang Asli Students’ Learning Journey

Rabahi

Yusof

Awang

2017

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Past research on the indigenous Orang Asli education highlights the various factors that contributed to the Orang Asli students’ learning disengagement and poor achievement in school, both primary and secondary. This paper presents a grounded theory perspective that illuminates the learning journey of Orang Asli students who have reached higher education despite the oft cited challenges and barriers. Sixteen Orang Asli students shared the experience of their early years, and of school, through in-depth unstructured interviews. Sampling was purposeful, within the context of theoretical sampling following the Grounded Theory method. Constant comparative analysis reveals an emerging theory of leading learning in the education of Orang Asli students. Implication for practice includes for stakeholders to consider the Orang Asli’s strengths, as well as the social and cultural capital in leading the learning of the community’s children. Leveraging on their strengths and continuous improvement will contribute to the sustainability of the Orang Asli education, and the thriving of the community. This study is valuable as it refers to aspects of Orang Asli education that have not been sufficiently illuminated in the existing literature and discussion on the topic, except in the context of a deficit. It contributes to the body of literature that supports hope and achievement for the minority, indigenous community, despite the deficit.

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The Roles of Administrators in Aboriginal Schools: A Case Study in a Malaysian State

Cited by 5 publications

References 5 publications

The Issues and Challenges of Mathematics Teaching and Learning in Malaysia Orang Asli Primary Schools From Teachers' Perspectives

The Issues and Challenges of Mathematics Teaching and Learning in Malaysia Orang Asli Primary Schools From Teachers' Perspectives

An exploratory study on Indigenous Knowledge of ‘Green Technology’ (IKGT) among orang asli in Malaysia

Leading Learning: A Grounded Theory Perspective of the Orang Asli Students’ Learning Journey

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