School cultural and academic achievement in

Malaysian Journal of Research - MJR EISSN: 2309-4087 Vol. 1, No.1 (January, 2013) 37-44 Indexing and Abstracting: Google Scholar & SSRN

School Cultural and Academic Achievement in Secondary Schools of Perak: An Exploratory Outlook Wan Hanum Suraya Jamal Nordin Yunus Faculty of Management and Economics Universiti Pendidikan Sultan Idris, Malaysia Email: [email protected] Abstract This study aims to examine the level of school culture of two secondary schools in Perak. Research is based on descriptive analysis, emphasizes on four main characteristic, which includes the aspects of education emphasis, shared planning, security and regularity and teachers interaction with students. Total sixty students were selected randomly as respondents. The results showed the safety and regularity aspects are at excellent level, while the aspect of teacher interaction with students is at a moderate level. For emphasis on educational aspect, the mean score for this aspect is at low level. However, the mean score for shared planning is at its weakest among all. In addition, this study is expected to have an impact on administrators and teachers in an effort to enhance their academic performance. Keywords: School culture; academic achievement; shared planning; teacher’s student Interaction. 1. Introduction School culture plays a major influence on students (Marcoulides et al., 2005). A strong school culture can build a conducive learning environment, helping students to improve learning strategies, increase selfefficacy and thus transform the quality of their academic achievements (Hoy, 2012). Students achieve higher scores on standardized tests in schools with a healthy learning environment (Macneil et al., 2009). On the other hand, schools with crowded and compact environment would initiate the occurrence of harassment and violence that would have negative implications on student’s achievement (Tanner, 2009; Chen & Weikart, 2008; Watson, 2001). Schools in Malaysia do not only have a lot in common in terms of infrastructures, building design, curriculum, timetables, programs, and textbooks, but also trained teachers from teacher training colleges, or local universities, and they are trained to use the same curriculum (Noor, 2005). By having similar characteristics, the academic achievement of students are expected to show similar performance among schools. However, the results obtained are varied. For example, although the State's Average Grade (GPN) for PMR in Perak increased from year to year, which are 2.85 (2009), 2.80 (2010), 2.74 (2011), and 2.73 (2012); an increasing number of students who achieved 9A’s, from 246 in 2009 to 335 people in 2011 and 319 people in 2012; an increase of candidates whom obtained 8A’s from 1849 people (2009) to 2566 people (2011) and 2248 (2012), as well as increase the number of students who achieved at least a 'D' in all subjects which is 26,177 students in 2009 to 27,920 students in 2011. However, there were only a few secondary schools that can only be categorized as high performing schools in the academic (Education Department of Perak, 2013). The numbers of secondary schools with medium and low achievements are much larger when compared to high achieving schools. The material presented by the author(s) does not necessarily portray the viewpoint of the editors and the management of the Asian Institute of Advance Research and Studies (AIARS). Any remaining errors or omissions rest solely with the author(s) of this paper. Citation: Suraya, W. H. (2013). School cultural and academic achievement in secondary schools of Perak: An exploratory outlook. Malaysian Journal of Research, 1(1), 37-44.

School cultural and academic achievement in secondary schools of Perak: An exploratory outlook

These medium and low performing schools were found to be at the same level and do not seem to be able to change. Therefore, what are the factors that make the results of students’ academic achievement to be different while there are many similarities in many aspects in schools? This research aims to identify the level of school culture in terms of emphasis on education among students, shared planning, safety and orderliness, and teacher and student interactions in secondary schools of Perak state in Malaysia. 2. Literature review Past studies indicated that academic performance is determined by various factors such as the experience of principals (Sammons et al., 2011), teachers' commitment (Zaleha, 1995; Abdillah & Mahmood, 2011), a complete school facilities (Zaleha, 1995; Abdillah & Mahmood, 2011), size and design of schools (Tanner, 2009), the gender factor; where the girls are more positive and have more contribution to the achievement of academic performance (Zalizan et al., 2005), the role of the family and peers (Azizi, 2004), interest, motivation and learning strategies (Jerie & Zamri, 2011; Tella, 2007), as well as the determination and selfconcept of students (Jerusalem & Hesslig, 2009; Jungert & Rosander, 2010). Therefore, in this study the researchers want to determine whether a student's academic achievements have a connection with the culture of the school, because the school is a 'second home' for students. Researchers also want to identify aspects of school culture that has the most effect on their academic performance. Further investigation showed the existence of the relationship between academic achievement and school culture (Lorraine, 2011; Noor, 2005). In this case, school culture can be known as basic expectations system, norms and values, and the symbol of culture shared by school’s members that influence the whole organizational function systems, as school has its own unique characteristics that differentiate it with other institutions (Maslowski, 2006; Lunenburg & Ornstein, 2008; Rusni, 2005). Every school is different because of cultural belonging is varied. The culture of school is determined by various elements such as the early history, leadership, community expectations, traditional practices, teacher turnover rates and quality of excellence (Hanson, 2003). School principals and school administrators need to give attention to the management of school culture change especially in bridging the relationship between themselves, fellow teachers, students and parents. This is done to provide the main focus of school goals to improve student learning, particularly in their academic achievement. The principals are always looking for ways to improve student performance and often focus on improving school culture with a close rapport between themselves, teachers, students and their parents (Macneil et. al, 2009). According to Cohen (2007), balanced and positive school culture can help the learning development of the younger generation, particularly students. Healthy school culture can help to develop students, families and educators who cooperate in the realization of each mission, vision and aspirations of the school. A school governed in a democratic and co-operative culture will produce better students in terms of understanding and skills (Valentine, 2006). Collaborative school culture is said to have adopted a healthy organizational features, including a willingness to change and be more responsive to changes (Abdul Ghani & Tang, 2006). Besides, an excellent school culture is determined by several aspects; such as fewer discipline problems among students (Rutter, 1979), prolong quality enhancement (Hairuddin, et al, 2008), practice OBE (OutcomeBased Education) (Noor Al-Huda & Khoo, 2011), the teaching and learning process is based on national curriculum and syllabus, and current circular professional letter (Shukri, 2011), by having an effective communication system, a socially fun and conducive environment, and regulated school community system (Shukri, 2011; Macneil, Prater & Busch, 2009; Vermette, 2009). The school also possess excellent quality of teaching and instructions (Rhodes, Stevens & Hemmings, 2011; Othman & Rahmadhaniah, 2008) and the teachers are absolutely high-motivated in teaching, supervising and monitoring students’ progress (Lunenburg & Ornstein, 2008; Arham Baharin & Ahmad Muhaimin, 2006). A strong and healthy school culture is also determined by two ways good interaction between teachers and students (Hollins, 2008) and emphasis on academic achievement (Hoy, 2012). Professional community in terms of collaborative work practices, and high expectations and academic standards are incorporated into a climate of academic emphasis.

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Vol. 1, No.1 (January, 2013)

W. H. Suraya & J. N. Yunus

Thus, based on these factors there should have been a study to identify the level of a positive school culture that emphasizes the four related aspects. The result of this research provides information to create a school culture that is conducive in order to improve the effectiveness of a school. 3. Method This study follows quantitative research using a descriptive survey design. This method is very useful to collect data relating to the phenomenon that cannot be observed directly. Also, this method is often used because accurate information can be obtained on a large group by using small samples (Idris, 2010). The study was conducted in two urban secondary schools in Perak. State of Perak is the second largest state after Pahang and it has a diversity of location and geographical structure. In addition, the urban factor also influences the patterns of life, culture, and customs and of the language used by the people of various races in the state. Nevertheless, the scenarios of schools in other states in Malaysia are more or less the same with the centralized system. Thus, the schools involved in this study are the schools that have records of impressive achievements and also less encouraging achievements for PMR examination in 2011. Thus, the researchers choose to conduct a study on the Form 4 students in 2012 since they have a higher maturity level compare to students from Form 1 or Form 2. Researchers also have seen the classification on the composition of the number of students in excellent, average and poor classes for these schools. Random selection involving 30 students from each school according to class categories, excellent, average and poor, has been done with reference to the PMR examination results in 2011. 3.1 Research instrument The primary data was collected using a structured questionnaire. The instrument consists of four construct which includes ‘school cultural elements questionnaire’ ‘multifactor leadership questionnaire’ ‘higher education quality improvement examination’ ‘perceived school culture inventory’. The constructs used in developing the questionnaire were adopted from Noor (2005) and Bass and Avolio (1997). 3.2 Validity of the instrument The validity of the content and language of the instrument is done by using experts’ reference method which is commonly used to assess the validity of instruments (Price & Mueller, 1986). After incorporating corrections suggested from experts, data was collected to examine the reliability of the items. 4. Findings 4.1 Reliability scores To examine the reliability of the instrument, a pilot study conducted on ten Form 4 students in secondary school located at Ipoh. This pilot study aimed to find out that does the respondent understand the questions and the suitability of the items. Cronbach alpha is used to test the reliability of the items. Item analysis is done in order to ensure that the selected items are really good and suitable to be used as a research instrument (Gay & Airasian, 2002). The items having total correlation value exceeds 0.2 were selected in the instrument as it is consistent (De Vaus, 2002). The Cronbach alpha score is acceptable and has high score. The result of the analysis for the entire items is 0.958 and hence consider very good. The results of reliability scores are presented in table 1. 4.2 Background of respondents The respondents of this study are from different races and religions. Both schools are categorized as schools with good performance and less performed for PMR achievement in 2011. A total of 55 female (91.7%) and 5 male (8.3%) students were participated in this study. Most of them were Indian students that comprise a total of 32 students (53.3%), followed by Malay students 26 students (43.3%) and only two of them were Chinese students (3.3%). Most of them originated from modest families, where 37 student’s fathers (61.7%) and 19 student’s mothers (31.67%) earned less than RM 3000 a month. There were 12 of the students’ fathers (20%) who worked as drivers, 6 student’s fathers (10%) are labourers, 5 retirees (8.3%), 4 worked as teachers (6.7%), 4 who were self-employed (6.7%) and 29 (48.33%) who worked for other jobs. A total of 35 students (58.3%) have mothers who are full-time housewives. Only a small number of students have working mothers, i.e. 4 who works as officers (6.7%), 3 as clerks (5.0%), 2 are

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engaged with own business (3.3%), 2 operators (3.3%), 2 general employees people (3.3 %), and 8 do other jobs (13.33%). 4.3 School culture level based on student’s perception and evaluation The results of the research showed that the mean score of first objective of the study that describes the emphasis on educational aspect, is 3.5, which is at a weak level. The second objective, which demonstrates the shared planning aspect, is at the weakest level of 3.3. The mean score of third research objective which is students' perception on security and regularity was recorded highest i.e. 4.2. While the fourth objective of the study which is teacher and student interaction is at moderate level 3.9. The results are presented in table 2. 4.4 Student’s perception towards school culture with emphasis on education aspect Overall, students' perception of the school culture, in terms of emphasis on educational aspect is at a low level. The average value of the mean score recorded as 3.5, and the total percentage was 71%. Although most of the students are satisfied with this aspect, it indicated that few students (19: 31.7%) stating that their teachers never diversify their teaching aids such as charts, radio cassette, the educational software (courseware) and pictures while teaching in the classroom. A total of 25 students (41.7%) felt that the teachers never reward a successful student. However, there are 38 students (63.3%) felt that their teachers’ teaching is fun. The results are presented in table 3. 4.5 Student’s perception towards school culture level from the shared planning aspect Shared planning aspect is at its weakest level among all the aspects of school culture studied. The average value of the mean score for this aspect is 3.3 and the total percentage is 66.8%. A total of 28 students (46.7%) felt that the teachers does not inquire their students’ views on the appropriateness of additional class schedule, while a total of 18 students (30%) stated that the teachers never asked about topics that should be emphasized in additional classes. This suggests that the majority of teachers are basically just teach according to the syllabus, or teach according to their own plans which are not based on the weakness and needs of students. Teachers also never asked the opinion of students during additional classes. However a large number of students 31 (51.7%) thought that the academic success of the school (e.g. in the PMR) are often announced to them. The results are presented in table 4. 4.6 Student’s perception towards school culture level from the security and regularity aspect Overall, students' perception towards the school culture of safety and regularity is at the highest level compared to other aspects. The overall average mean score for the question of this study is 4.2 (84%), which is at a good level. This shows that almost all respondents are satisfied with the schools management from the aspects of level of students’ safety care, discipline management and student affairs, safety inspection, enforcement of regulations and laws, the schools’ cleanliness and cheerfulness are really emphasized by the management. Most of the students, 85% agreed that the schools have always remind their students about the importance of following the rules, laws, discipline and personal safety while on school grounds. The results are presented in table 5. 4.7 Student’s perception towards school culture level from the teacher interaction The level of students’ perceptions towards teacher interaction with students is moderate, which is 3.9 (78.4%). Based on the feedback that has been given, we can conclude that most students cannot disagree with the level of their interaction with teachers, where teachers did give their cooperation, hospitality, availability and equal and fair responses for all students under their care, regardless of race, religion, language, economic status, culture and level of performance. The results are presented in table 6. Conclusion In conclusion, students are important part in educational administration, but they need guidance to anchor their work. Of course, school administrators and teachers must hold their students to high standards of achievement if the enterprise is to flourish. Moreover, it is often difficult to forbear the temptations of current fashion, but we can resist the lure of fads if we develop a systematic agenda over time for our students and ourselves. A positive school culture is one of the important aspect that should be emphasized to ensure a smooth and effective teaching and learning activities in schools. Physical and social communication aspects should be a concern for the continuity of an effective learning process in schools.

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What is more, the enthusiasm, passion, and the desire of students to continue focusing on their education can be enhanced if their schools are in safe, orderly, harmonious and conducive environments and have teachers who are concerned about their academic progress. A strong and healthy school culture can help the students development in learning, fulfill the needs of risk students, produce high-cooperative school community, provide a positive image to the community, create a harmonious environment and safe schools, and enhance students’ scores and self-efficacy. References Abdillah, M., & Mahmood, H. (2011). Faktor-faktor kelemahan yang mempengaruhi pencapaian cemerlang dalam mata pelajaran Reka Cipta. Journal of Educational Psychology and Counselling. 2: 145-174. Azizi Yahaya (2004). Factors contributing towards excellence academic performance. Universiti Teknologi Malaysia. http://eprints.utm.my. Diakses pada 31 Mac 2012. Bass, B. M., & Avolio, B. J. (1997). Full range leadership development: manual for the Multifactor Leadership Questionnaire. Palo Alto, CA: Mindgarden. Chen, G. & Weikart, L. A. (2008). Student background, school climate, school disorder, and student achievement. Journal of School Violence. 7(4): 3-20. Cohen, J. (2007). Evaluating and improving school climate. Independent School. 67(1), 18-26. De Vaus, D. (2002). Surveys in Social Research. London: Routledge. Gay, L.R. & Arasian, P. (2003). Educational research: competencies for analysis and application. (Ed. Ke7). Upper Saddle River, New Jersey: Pearson Education Inc. Hoy, W. (2012). School characteristics that make a difference for the achievement of all students. Journal of Educational Administration. Vol. 50 (1): 76-97. Idris, N. (2010). Penyelidikan dalam pendidikan. Kuala Lumpur: McGraw Hill Education. Jerie Anak Peter Langan & Zamri Mahamod (2011). Sikap dan motivasi murid Iban dalam mempelajari Bahasa Melayu sebagai bahasa kedua. Jurnal Pendidikan Bahasa Melayu. Vol. 1 (1) : 13-25. Jerusalem, M. & Hessling, J. K. (2009). Mental health promotion in schools by strengthening self-efficacy. Health Education. 109 (4) : 329-341. Jungert, T., & Rosander, M. (2010). Self-efficacy and strategies to influence the study environment. Teaching in Higher Education. 15 (6): 647-659. Lorraine, R. R. D. (2011). A study of the relationship between teachers’ perception of principal’s leadership practices and school culture to student achievement. Disertasi kedoktoran. Di ambil daripada http://proquest.umi.com.ezproxy Macneil, A.J., Prater, D.L., dan Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education. 12(1): 73-84. Marcoulides, G. A., Heck, R. H., Papanastasiou, C. (2005). Student perceptions of school culture and achievement: testing the invariance of a model. International Journal of Educational Management. 19 (2): 140-152. Noor, R. M. (2005). Perkaitan antara budaya sekolah dengan pencapaian akademik pelajar di Negeri Sembilan. Tesis PhD (tidak diterbitkan). Universiti Kebangsaan Malaysia. Perak Jabatan Pelajaran Negeri (2013). Analisis pencapaian peperiksaan PMR, SPM, dan STPM bagi tahun 2009-2011. Disediakan pada 24 Mei 2012. Price, J. L. & Mueller, C.W. (1986). Handbook of organizational measurement. Marshfield, Mass: Pitman. Sammons, P., Gu, Q., Day, C., Ko, J. (2011). Exploring the impact of school leadership on pupil outcomes: Results from a study of academically improved and effective schools in England. International Journal of Educational Management. 25(1):83-101. Tanner, C. K. (2009). Effects of school design on student outcomes. Journal of Educational Administration. 47 (3): 381-399.


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Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education. 3: 149- 156. Valentine, J. (2006). A Collaborative culture for school improvement: Significance, definition, and measurement. MLLC Culture Research Summary. 6 : 1-7. http://education.missouri.edu/orgs/mllc/Upload Area-Docs/ MLLC Culture Research Summary.pdf [15 Februari 2012]. Watson, N. (2001). Promising practices: what does it really take to make a difference? Education Canada. 40 (4), 4–6. Zaleha Sulaiman (1995). Pengurusan pencapaian akademik pelajar sekolah menengah di luar bandar: kes empat buah sekolah menengah di negeri Kedah Darul Aman. Tesis Master Sains Pengurusan (tidak diterbitkan). Universiti Sains Malaysia. Zalizan Mohd Jelas, Saemah Rahman, Roselan Baki, & Jamil Ahmad (2005). Prestasi akademik mengikut gender. Jurnal Pendidikan. 30: 93-111. Tables Construct School Culture

Parts B C D E

Dimension

Table 1 : Reliability scores Number of Items

Emphasis on Education Shared Planning Security and Regularity Teacher and students interactions Total

Cronbach Alpha

9 8 14 13 44

0.820 0.810 0.937 0.873 0.958

Table 2: Average mean scores for 4 school culture aspects High Emphasis on Education Shared Planning Security and Regularity 4.2009 Teachers Interaction with Students -

Moderate 3.9295

Weak 3.5500 3.3467 -

Table 3: Students’ perception on the school’s emphasis on education Emphasis on Education

B1 B2 B3 B4 B5 B6 B7 B8 B9

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Never

Rarely (a few months)

F

%

F

%

Sometimes (a few times a month) F %

0 1 7 19 5 7 25 9 2

0 1.7 11.7 31.7 8.3 11.7 41.7 15.0 3.3

4 4 6 7 8 5 9 6 16

6.7 6.7 10.0 11.7 13.3 8.3 15.0 10.0 26.7

4 5 14 20 7 0 8 15 11

6.7 8.3 23.3 33.3 11.7 0 13.3 25.0 18.3

Often (several times a week) F %

Always (every day) F

%

21 17 17 4 18 10 6 12 15

31 33 33 10 22 38 12 18 16

51.7 55.0 55.0 16.7 36.7 63.3 20.0 30.0 26.7

35 28.3 28.3 6.7 30.0 16.7 10.0 20.0 25.0




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Table 4: The table is showing the students’ perception on shared planning Shared Planning

Never

F 12 10 1 4 28 18 7 9

C10 C11 C12 C13 C14 C15 C16 C17

Rarely (a few months) % 20.0 16.7 1.7 6.7 46.7 30.0 11.7 15.0

F 6 9 5 13 3 4 7 13

% 10.0 15.0 8.3 21.7 5.0 6.7 11.7 21.7

Sometimes (a few times a month) F % 13 21.7 9 15.0 13 21.7 7 11.7 2 3.3 5 8.3 12 20.0 2 3.3

Often (several times a week) F % 12 20.0 20 33.3 20 33.3 18 30.0 18 30.0 25 41.7 10 16.7 5 8.3

Always (every day) F 17 12 20 18 9 8 24 31

% 28.3 20.0 33.3 30.0 15.0 13.3 40.0 51.7

Table 5: Students’ perception on school’s security and regularity Security and Regularity

Never

F 1 1 5 1 2 0 0 4 2 1 2 0 3 3

D18 D19 D20 D21 D22 D23 D24 D25 D26 D27 D28 D29 D30 D31

Teacher Interaction With Student

E32 E33 E34 E35 E36 E37 E38

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% 20.0 36.7 31.7 58.3 58.3 46.7 63.3

Rarely (a few months) % 1.7 1.7 8.3 1.7 3.3 0 0 6.7 3.3 1.7 3.3 0 5.0 5.0

F 1 6 4 5 3 5 4 1 2 2 2 2 0 3

% 1.7 10.0 6.7 8.3 5.0 8.3 6.7 1.7 3.3 3.3 3.3 3.3 0 5.0

Sometimes (a few times a month) F % 2 3.3 14 23.3 7 11.7 6 10.0 11 18.3 3 5.0 10 16.7 2 3.3 5 8.3 4 6.7 5 8.3 6 10.0 15 25.0 15 25.0

Often (several times a week) F % 31 51.7 20 33.3 13 21.7 17 28.3 17 28.3 6 10.0 20 33.3 2 3.3 16 26.7 12 20.0 15 25.0 22 36.7 25 41.7 24 40.0

Always (every day) F 25 19 31 31 27 46 26 51 34 41 36 30 17 15

% 41.7 31.7 51.7 51.7 45.0 76.7 43.3 85.0 56.7 68.3 60.0 50.0 28.3 25.0

Table 6: Student’s perception on teacher interaction Strongly Disagree Do not Agree Agree Disagree F % F % F % F

%

Strongly Agree F

7 8 4 4 5 7 4

53.3 26.7 46.7 28.3 25.0 31.7 15.0

12 22 19 35 35 28 38

11.7 13.3 6.7 6.7 8.3 11.7 6.7

6 3 6 3 1 1 7

10.0 5.0 10.0 5.0 1.7 1.7 11.7

3 11 3 1 4 5 2

5.0 18.3 5.0 1.7 6.7 8.3 3.3

32 16 28 17 15 19 9
