Mathematics and Science Achievement in Malaysia

Hui-Peng Liew, Pennsylvania State University
David Post, Pennsylvania State University

Malaysia’s preferential policies have reduced the educational attainment gap between ethnic groups. However, we know less about their effects on ethnic differences in academic achievement. Here, we explore reasons for ethnic influences on eighth-grade achievement using the Third International Mathematics and Sciences Study Repeat Project (TIMMS-R). We use respondents’ reported home language to identify Malay and non-Malay students. Non-Malay perform significantly better than Malay students. We then controlled for students’ educational expectations, perceived usefulness and reasons for doing well in the subject, all of which were positively associated with achievement. In addition, we took into account parental education, family structure, and mother’s perceived usefulness of the subject. We found evidence that engagement in extra classes after school leads to higher science achievement, once controlling for school characteristics. And after-school employment may lower achievement. Nothwithstanding these controls, a large gap persists between the achievement of Malay and Non-Malay students.