Stakeholders call for Malaysia to sustain progress in science and reading while tackling weaknesses in mathematics
MALAYSIA must not lose sight of strengthening strategies that have contributed to the gains made in science and reading while stepping up efforts to improve mathematics performance, say stakeholders.
They caution that recent gains in science and reading in the Programme for International Student Assessment (Pisa) 2025 must not be undone, especially as Malaysia still scored below the Organisation for Economic Co-operation and Development (OECD) average in science, reading and mathematics.
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According to the recently announced Pisa 2025 results, Malaysia’s science score improved by three points to 419, while reading rose five points to 393 compared with 2022.
However, mathematics literacy declined by 11 points to 397 (see infographic).
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Pisa is administered by the OECD every three years to 15-year-olds in both OECD and non-OECD countries, and offers students questions in the main language of instruction in their respective countries.
Prof Datuk Dr Ahmad Ibrahim from the UCSI University Tan Sri Omar Centre for Science, Technology and Innovation Policy Studies said the Education Ministry should set measurable targets, including a goal of bringing Malaysia’s Pisa scores above the international average.
“Without clear, measurable targets, reforms risk remaining unambitious and unfocused,” he said.
Citing a 2024 World Bank report titled “Bending Bamboo Shoots: Strengthening Foundational Skills”, Prof Ahmad said Malaysian students learnt the equivalent of only 8.9 years of education despite spending 12.5 years in school.
“Malaysia needs to focus on improving the quality and effectiveness of learning,” he said.
While mathematics requires urgent attention, he said Malaysia should build on its existing strengths in science and reading, rather than treating the three domains as separate priorities.
“To sustain and improve Malaysia’s gains in science and reading, the focus should be on scaling effective and engaging pedagogies.
“At the same time, fostering a growth mindset, where effort and resilience are valued over innate ability, could help improve performance across all three literacies,” he said.
Agreeing, Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim said schools should develop reading and science skills across the curriculum, rather than treating them as subjects confined to specific lessons.
She stressed that foundational learning needs to be strengthened from an early stage, warning that gains recorded among 15-year-olds would be difficult to sustain if students entered secondary school with weaknesses in comprehension, scientific reasoning or numeracy.
“Teachers need adequate time, professional development and practical assessment tools to identify gaps and adapt instruction,” she added.
She also called for greater attention to differences between student groups and schools to ensure improvements are not limited to certain segments of the education system.
Stepping up in Maths
Prof Ahmad proposed reforms to teacher training to better equip educators to teach mathematics conceptually and engage students.
He said this is part of a wider implementation gap in the education system, where policies and reforms might be well-intentioned but fail to translate effectively into classroom practice.
“The Education Ministry’s own ‘Inspirational Schools’ category, for schools that consistently excel academically, could be used to study and scale effective pedagogical models.
“This includes moving away from an overloaded curriculum where ‘too much is taught, and too little is learnt’,” he said.
National Science, Technology, Engineering, and Mathematics Association president and founder Emerita Prof Datuk Dr Noraini Idris stressed the importance of having qualified mathematics teachers with strong subject-matter expertise.
“It is important that teachers who teach mathematics graduate with a mathematics degree so they can understand the concepts deeply and explain difficult concepts,” she said, citing China and Finland as examples of countries that place strict emphasis on subject-specific qualifications for mathematics teachers.
Addressing the issue, Prof Noraini said, would require a collective effort from all stakeholders, including the Education Ministry, mathematics experts and university lecturers.
She emphasised that mathematics is important for students pursuing higher education, with certain university programmes requiring adequate Mathematics and Additional Mathematics results for entry.
“We need to reflect on the issue and work together to find solutions to improve students’ mathematics performance,” she said.
Sharing the realities on the ground, National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon said teachers need the time and professional space to teach.
“If we want better mathematics outcomes, we cannot continue adding administrative responsibilities and programmes to teachers while expecting them to improve academic performance.
“Teaching should place greater emphasis on reasoning, problem-solving, practical application and meaningful learning,” he said.
He added that the new 2027 curriculum provides an important opportunity to address this issue through its emphasis on stronger foundational learning, a reduced curriculum load and more meaningful learning.
“NUTP hopes that the new curriculum will ensure that students who fall behind are identified and supported at the earliest possible stage, rather than allowing them to carry learning gaps from primary school into secondary education,” he said.
Meanwhile, the Pisa 2025 results also highlighted a gender gap in mathematics, with male students recording higher mathematics literacy than female students (see infographic).
Prof Ahmad said the disparity is not simply a matter of biology, but is heavily influenced by sociocultural factors, including gendered expectations that could affect students’ motivation, self-concept and performance.
He said the gap should be a concern as it represents an equity issue and could affect Malaysia’s ability to build a highly skilled workforce, particularly amid declining student interest in STEM fields.
“The path forward for Malaysia is not about isolated fixes.
“It requires a coherent, systemic overhaul that strengthens foundational skills, empowers teachers with effective pedagogical methods, and ensures that all students – regardless of gender – are given the support they need to succeed in mathematics, building on the progress already being made in science and reading,” he concluded.
Looking beyond the scores
While there may be an improvement in reading scores, the results should be considered alongside national assessments, classroom evidence and longer-term trends. The key question is whether these gains are broad-based and reflect stronger learning overall. Ultimately, the goal should not be simply to improve Pisa scores, but to develop students who can think critically, understand science concepts, assess information and use what they learn confidently in everyday life.
PAGE chairman Datin Noor Azimah Abdul Rahim
Malaysia’s centralised education system and continued focus on equity have created a strong foundation, with equity remaining a key priority in both the Malaysia Education Blueprint (MEB) 2013-2025 and the current MEB 2026-2035.
However, a significant socioeconomic gap remains. In science, students from the top 25% of socioeconomic backgrounds outperformed those from the bottom 25% by 82 points, which is equivalent to a nearly three-year gap between students from high- and low-income backgrounds.
Moving forward, we should focus on elevating excellence while upholding equity. Malaysia continues to place well below the OECD average so we must continue to lift the floor while raising the bar.
Teach For Malaysia chief executive officer Chan Soon Seng
Parents can make a difference by showing interest in their children’s progress, well-being and everyday experiences.
Simple, regular moments of connection, such as sharing a meal or talking before bedtime, can help children feel comfortable seeking support.
Setting realistic goals and routines, while allowing children some choices and avoiding comparisons, can build confidence. Most importantly, warmth and support should remain consistent even when results are disappointing.
Sunway University psychology senior lecturer Dr Wu Shin Ling
