DOI: 10.7763/IPEDR. 2012. V47. 29

Gender and Academic Expectations of Students in Simunjan, Sarawak

Fareiny Morni+, Ratnawate Panie and Fatimah Bujang

Universiti Teknologi MARA

Abstract. Studies have shown that favourable past experiences results in positive future expectation. In this study, the authors see past performance and gender as two other variables that may contribute towards the future expectation of student’s academic result. For gender, male and female students have differences in expectations of their academic performance. The purpose of this study is twofold, first it aims to determine how students predict their future academic performance based on their past academic performance. Secondly, it also looks at the different expectations between male and female students. Results indicate that almost all the students who previously achieved grade A have similar expectations towards their future performance in their SPM. While students who achieved grade B and below have positive expectations, with majority of the students predicting that they would achieve a better grade than what they previously achieved in their PMR. The findings will provide the authorities such as the Ministry of Education, the Headmaster and the teachers on areas for improvement in helping to develop programs and activities that will help improve subjects that the students find to be challenging.

Keywords: Gender differences, Academic Achievement, Malaysia, Education attainment

1. Introduction The Malaysian education system requires the average Malaysian to undergo at least 11 years of basic

schooling, from six years of primary education followed by five years of secondary education. Upon completion of the secondary education, these students are expected to become feeders to the country’s numerous tertiary education institutions. Malaysian university generic entry requirements usually require students to possess a credit in at least five subjects in their SPM (Sijil Penilaian Menengah) in order to qualify as a university candidate. Those five subjects must also include Bahasa Melayu, English and Mathematics with an additional credit in two other subjects (depending on what course that the students enrol into). Bahasa Melayu is the national and official language of the country, thus all universities in Malaysia require at least a credit (and some universities require at least distinction) in Bahasa Melayu as their basic entry requirement. English is the dominant second language (Hashim, 2003); most of the universities’ medium of instruction is in English (with the exception of Universiti Kebangsaan Malaysia and Universiti Malaya) therefore at least a credit in English is also required. Besides that, students are also required to obtain a credit in Mathematics as a basic pre-requisite to applying into any Malaysian university.

Despite an almost balanced population of male to female ratio of 105: 100 (Department of Statistics, Malaysia, 2011), World Bank reported a downward trend between male to female ratio in the Malaysian secondary education landscape 100: 107 (Trading Economics, 2012). This translates into a bigger disparity between the male to female ratio in tertiary education. Studies have found that there are more women than men enrolled in universities in most Asian countries; in Malaysia the ratio of male to female graduates is at 40: 60 (Ng, 2011; Yi, 2011). It is found that there has been a reversal of the gender education gap in almost all developed countries and many developing countries (Ganguli, Hasumann, & Viarengo, 2011).

The purpose of the study is to identify the pattern of expectation of the students by way of comparing the students’ past performance and future expectation. In this way, what the students expect they would achieve in their SPM could be used as an indicator for the educators to focus on how can they help the students perform better in their SPM. The other objective is to look at the differences between the expectations of male and female students towards their SPM examinations in comparison with their actual PMR (Penilaian

+ Corresponding author. Tel.: +60168009400; Fax: +6082677370. E-mail address: fareiny@sarawak.uitm.edu.my.

131

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133

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134

From the results tabulated, it is found that even though the students achieved better results in Mathematics in their PMR compared to English; both male and female students predicted that they would do better in English compared to Mathematics in their SPM.

This study is a good determinant as an expected performance indicator for future academic performance. The results of this study can be used by the schools to further improve and create more programs that can help the students in subjects that they perceive to be difficult or they predict that they will be unable to perform later. It is recommended that this study be compared with the actual results that they student will achieve once they have sat for their SPM examinations later and see whether their predictions are better, worse or similar to their actual results. 5. References [1] Ng, R. (2011, November 4). Closing the Gender Gap. The Edge .

[2] Department of Statistics, Malaysia (2011). Preliminary Count Report, Population and Housing Census, Malaysia, 2010. Retrieved April 30, 2012 from Department of Statistics, Malaysia: http://www.statistics.gov.my/

[3] Trading Economics. (2012). Total Enrollment; Primary (% Net) in Malaysia. Retrieved April 30, 2012 from Trading Economics: http://www.tradingeconomics.com/

[4] Bussey, K., & Bandura, A. (1999). Social Cognitive Theory of Gender Development and Differentiation. Psychological Review, 676-713.

[5] Alumran, J. I. (2008). Learning Styles in Relation to Gender, Field of Study, and Academic Achievement for Bahraini University Students. Individual Differences Research, 303-316.

[6] Downing, K., Chan, S.-W., Downing, W.-K, Kwong, T., & Lam, T.-F. (2008). Measuring Gender Differences in Cognitive Functioning. Multicultural Education and Technology Journal, 4-18.

[7] Steinmayr, R., & Spinath, B. (2008). Sex Differences in School Achievement: What are the Roles of Personality and Achievement Motivation? European Journal of Personality, 185-209.

[8] Hashim, A. (2003). Language Policies and Language Education Issues in Malaysia. In J. Lindsay & Y. Y. Tan, Babel or Behemoth: Language Trends in Asia (p. 210). Singapore: Asia Research Institute, National University of Singapore.

[9] Yi, A. (2011). Mind the Gap: Half of Asia’s Boards have no Women, a Risky Position for Governance and Growth. Korn/ Ferry International Asia Pacific. The Korn/ Ferry Institute.

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