A Study on Relationship between Teachers’ Instructional Practices and

School Performance of Rural Public Secondary Schools in Malaysia

Mahidah Ab Wahab and Siti Maziha Mustapha

Infrastructure University Kuala Lumpur, Jalan Ikam-Uniten, 43000 Kajang, Selangor, Malaysia

Keywords:

Teacher Instructional Practices, School Performance, Rural Public Secondary School.

Abstract:

The research attempts to investigate the levels of instructional practices among teachers of rural public

secondary schools, the performance of rural public secondary schools, the relationship between instructional

practices of teachers and school performance of rural public secondary schools and the dimensions of teachers’

instructional practices that contributed towards school performance. Survey instrument was used to measure

teachers’ instructional practices. 379 out of 22979 teachers were randomly selected as respondents. SPSS was

used and data analysis was carried out using descriptive statistics, Spearman Rho and Multiple Regression.

It was found that overall Teachers’ Instructional Practices were at high levels. 100% of the rural schools

performed below the national average score expected for secondary schools which was 4.89 in 2018. A

signiﬁcant relationship was indicated between teachers’ instructional practices and rural secondary school

which are public performance. The multiple regression showed that out of the three dimensions, Instructional

Strategies was the dimension that contributed the most to the school performance. Recommendations were

made to improve teachers’ instructional practices.

1 INTRODUCTION

Teachers face many challenges in pursuit of school

performance especially in rural public secondary

schools. Malaysia struggles to attain an established

nation status by the year 2025 and many parts of the

country including rural areas are being established

to help quicken the development. Developments in

rural areas are critical because more than 7% of the

rural population in Malaysia is living in deﬁciency

(Ganeswaran, ; Vogler, 2002). Suppression of

deﬁciency is vital as it is seen as a faltering block

towards a nation’s development. One of the strategies

to eliminate deﬁciency is through education (World

Bank, 2013). Although there were much persistence

effort, however, it has been realized that equality of

outcome in not achieved through equality of access.

The obvious inequality of outcome between rural and

urban schools proves that this inequality exists in

Malaysia (Panatik et al., 2011).

Education can be deﬁned as the development

that enables a student to learn or the accumulation

of knowledge along with skills, beliefs, values and

habits (Mannan, 2018). Education in destined to

play a key role in reinforcing the development of a

citizen with positive quality which contributes to the

progress of country’s economic, social and cultural

aspect. (Mannan, 2018) and in the search towards

national standards and goals and transforming the

country as centre for education with quality (Farhana,

2017; Azman et al, 2016). To respond to the

country’s goal, the Malaysia Education Blueprint is

outlined from 2013-2025 to achieve the achievement

planned in the system of education. The focus has

been shifted to the leadership quality and teaching

practices in schools which are the main factors in

enhancing schools’ performance all over Malaysia

either urban or rural schools, primary or secondary

schools (Malhoit, 2005; Kim and Sheridan, 2015).

2 PROBLEM STATEMENT

Essential players in improving school effectiveness

are teachers as they have speciﬁc strength to produce

excellent especially when the teaching and process

goes on (Malhoit, 2005). Teaching practices which

have good quality are able to steer the school towards

good performance in addition to good education.

Through a quantitative method, this study aims to

highlight the level of teachers’ instructional practices

and their inﬂuences on rural public secondary school

Wahab, M. and Mustapha, S.

A Study on Relationship between Teachers’ Instructional Practices and School Performance of Rural Public Secondary Schools in Malaysia.

DOI: 10.5220/0009128402830290

In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019) - Sustainable Development in Developing Country for Facing Industrial

Revolution 4.0, pages 283-290

ISBN: 978-989-758-464-0

283

performance. This study hopes to contribute towards

the inﬂuence of teachers instructional practices which

can lead to to good academic achievement of students

along with contouring schools into excellent ones

for future goverment programs to be implemented

successfully.

3 RESEARCH QUESTIONS

The following are the research question:

• Research Question 1: What are the levels of

teachers’ instructional practices of rural public

secondary schools?

• Research Question 2: What are the levels of

school performance of rural public secondary

schools?

• Research Question 3: Is there a signiﬁcant

relationship between teachers’ instructional

practices and school performance of rural public

secondary schools?

• Research Question 4: Which dimension of

teachers’ instructional practices inﬂuences largely

towards the performance of rural public secondary

schools?

4 REVIEW OF LITERATURE

An open-system perspective from system theory,

was applied by the researcher. This is an

input-throughput-output research because students’

academic achievement is the outcome of the

principals’ instructional leadership that can inﬂuence

and bring an impact to teachers’ instructional

practices.

The Sijil Pelajaran Malaysia (SPM) Examination

Results were used to calculate the scores of

school performance. SPM examination results were

reported based on the candidate’s achievement and

performance of subjects. Candidate achievement

refers to the degree to which candidates dominate

the learning in all subjects tested. The index used

to show the achievements of candidates across the

country is the National Grade Point Average (NGPA).

Smaller National Grade Point Average (NGPA) value

indicates better performance. The performance of

the subject refers to the degree to which candidates

dominate the knowledge, skills and values measured

in each subject. Index used to reﬂect the performance

of the subjects is the average point for Grade

Point Average for Subjects (GPMP). The smaller

value of GPMP also showed better performance.

Achievements of the Candidates for the year 2018

was better than in 2017. The National Grade Point

Average (GPN) for 2018 was 4.89 compared to 4.90

for the year 2017 with an increment of 0.01.

Achievements of the candidates based on the

location of the candidates’ achievements in urban and

rural areas was encouraging. There was no change

in the achievements of candidates in the urban areas

4.75 in 2018 and 2017. The achievements of the

candidates in the rural areas increased by 0.04 i.e.

5.18 in 2018 compared to 5.22 in 2017. The result

for the National Grade Point Average (GPN) for the

year 2018 is. 4.89.

Table 1: Candidates’ achievements based on location for the

year 2018, 2017 and 2016

Year

National

Average

Grade

(GPN)

Urban

Average

Grade

Rural

Average

Grade

Difference

2018 4.89 4.75 5.18 0.43

2017 4.90 4.75 5.22 0.47

2016 5.05 4.89 5.36 0.47

Difference 0.14 0.14

Figure 1: National Average Grade (GPN) 2014-2018

Figure 2: Achievement Gap in the Location of the

Candidates

Achievements gap of the candidates based on the

location in the urban and rural narrowed by 0.43 in the

year 2018 compared to 0.47 in the year 2017. This is

due to the increased performance of the candidates in

the rural areas while urban remain the same.

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There is a gap in the results obtained by rural

compared to urban. Urban schools are better and

their Grade Point Average result was 4.75 which

was above the National Grade Point Average (GPN)

of 4.89. Rural schools did not do well as their

results 5.88 was way below the National Grade Point

Average (GPN) of 4.89. Thus, it derives a need to

study the interrelation between teachers’ instructional

practices and the performance of schools speciﬁcally

rural public secondary schools in Malaysia.

5 RESEARCH METHOD

5.1 Sample

Stratiﬁed random sampling was used. 379 teachers

(32.7% male, 67.3% female) attended secondary

schools in ﬁve states; Perlis, Kelantan, Pahang,

Johor and Malacca, in Malaysia were selected as

participants. All participants were teachers who work

full time an average of 10 years in the service and an

average of 1 or 2 years teachers have been working

under the present principal.

Table 2: Gender of Teacher Respondents

Gender

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid

Male 124 32.7 32.7 32.7

Female 255 67.3 67.3 100.0

Total 379 100.0 100.0

Table 3: Number of sample size from each state Source.

E-Operasi Statistics State Education Department for the

year 2018 Morgan and Krejcie’s (1970) table of sampling

determination.

States

representing

Malaysia

Number of

The Public

Secondary

School

Teachers

Number of

The Public

Rural

Secondary

School

Teachers

Number of

Samples

Pahang 9280 5671 94

Kelantan 10846 6670 110

Perlis 1211 1021 17

Johor 7097 117

Malacca 2500 41

Total 22959 379

Samples comprised of teachers from the

secondary public school situated in rural areas

without any representation of any speciﬁc group of

age and gender.

5.2 Measures

The survey instrument was evaluated using Likert

scale developed by Rensis (1932). The Likert-type

scale used in this study range from 1 (Never) to 5

(Very Often). This scale has proven to be a reliable

tool for respondents for questions on instructional

practices. Cronbach’s Alpha for the scales in

this study are .904, 0.915 and 0.854 respectively.

According to (Pallant, 2011; Sheridan and Kim,

2015), Cronbach’s Alpha exceeding 0.6 is acceptable,

exceeding 0.7 is good and the most appropriate is

exceeding 0.8. As shown in the table below, all the

variable in the questionnaire exceed the value of 0.8.

Likert Scale is used in the section where never

represented by 1, seldom represented by 2, sometimes

represented by 3, frequently represented by 4 and

always represented by 5.

Table 4: Likert Scale

Scale Represents

1 Never

2 Seldom

3 Sometimes

4 Frequently

5 Always

Table 5: Reliability Coefﬁcient for Each Dimension

(N=379) for Teacher’s Instructional Practices

Variables

Item

No.

Deleted

Items

Cronbach’s

Alpha

Instructional

Strategies

20 0 0.904

Teaching

Techniques

7 0 0.915

Instructional

Materials and

Tools

13 0 0.854

*Value after item deletion

5.3 Demographic Data

The respondents were required to give details about

themselves for extraneous variables. They reported

in detail data regarding gender, their age, years of

service, years of working with present principal and

service category.

A Study on Relationship between Teachers’ Instructional Practices and School Performance of Rural Public Secondary Schools in Malaysia

285

5.4 Teachers Instructional Practices

Survey

The participants were required to do ranking

of their best ﬁve teachers’ instructional practices

factors which are Instructional Strategies, Teaching

Techniques and Instructional Materials and Tools that

could have inﬂuenced their schools performance.

5.5 Statistical Treatment

Descriptive statistics were used. Spearman Rho

correlations were derived to analyse the interrelation

among variables. Data were analysed using SPSS.

6 RESULTS AND DISCUSSION

The study aimed to answer the following research

questions:

• Research Question 1: What are the levels of

teachers’ instructional practices of rural public

secondary schools?

• Research Question 2: What are the levels of

school performance of rural public secondary

schools?

• Research Question 3: Is there a signiﬁcant

relationship between teachers’ instructional

practices and school performance of rural public

secondary schools?

• Research Question 4: Which dimension of

teachers’ instructional practices contributes the

most towards performance of rural public

secondary schools?

6.1 Descriptive Statistics

The Descriptive Statistics Table 6.1 shows that the

mean score for the participants’ age as on 1st Jan 2018

is 40.87 with a wide dispersion as the SD is 7.911.

Table 6: Descriptive Statistics for teacher Respondents

Descriptive Statistics

N Min Max Mean

Std.

Deviation

Age on 1st Jan 2018 379 21 59 40.87 7.911

You are in teaching

service for

379 1.0 38.0 15.464 7.5572

How long have you

been working under

the present principal?

379 .0 24.0 2.420 2.5511

Valid N (listwise) 379

This indicates that there is a wide range of ages

among teachers. The mean for the participants’ years

in teaching service is 15.464 years. The standard

deviation is 7.5572 indicating the dispersion is rather

wide too.

6.2 Teachers’ Instructional Practices

Research Question 1: What are the levels of teachers’

instructional practices of rural public secondary

schools?

Based on Table 6.2, overall the Teacher’s

Instructional Practices are at high level (Mean=3.87).

All the dimensions of the Teacher’s Instructional

Practices are also at high level 3.87. Standard

deviation is .45435.

Table 7: Mean Score and Standard Deviation of the

Teachers Instructional Practices

Dimensions Mean

Standard

Deviation

Level

Instructional Materials

and Tools

3.84 .46321 High

Teaching Techniques 3.88 .49160 High

Instructional Strategies 3.91 .55598 High

Overall Teachers’

Instructional Practices

3.87 .45435 High

Note :( Mean 0 to 2.39 as Low; 2.40 to 3.69 as

Moderate; more than 3.70 as High)

Research Question 2: What are the levels

of school performance of rural public secondary

schools? Table 6.3 shows that 100% of the rural

schools performed below the national average score

expected for secondary schools which was 4.89 in

2018.

Table 8: Academic performance or the Average Grade

Score GPN or GPS

States

representing

Malaysia

Number of

Samples

Rural Sec

schs

GPS SPM

2018 Rural

Sec schs

GPN set

by MOE

Pahang 94 5.00

4.89

Kelantan 110 5.20

Perlis 17 5.54

Johor 117 4.96

Malacca 41 5.50

Total 379 4.89

Research question 3: Is there a signiﬁcant

relationship between teachers’ instructional practices

and school performance of rural public secondary

schools? A correlation test that was conducted

in order to address research question 3 whether

there is a signiﬁcant interrelation between teachers’

instructional practices on the performance of rural

public secondary schools. Spearman correlation is

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286

often used to evaluate relationships involving ordinal

variables.

Table 9: AcademicCorrelation Test Teachers’ Instructional

Practices and School Performance of Rural Public

Secondary Schools.

Correlations

GPS rec TIP 2 PIL 2

Spearman’s

rho

GPS rec

Correlation

Coefﬁcient

1.000 .238** .271**

Sig. (2-tailed) . .000 .000

N 379 379 379

TIP 2

Correlation

Coefﬁcient

.238** 1.000 .667**

Sig. (2-tailed) .000 . .000

N 379 379 379

**. Correlation is signiﬁcant at the 0.01 level (2-tailed).

Table 6.4 shows the correlation test of Teachers’

Instructional Practices. The test results indicates a

signiﬁcant positive relationship between Teachers’

Instructional Practices and with school performance

of rural public secondary schools (H1: Research

Question 2).

Hypothesis 1: There is a signiﬁcant relationship

between teachers’ instructional practices with school

performance of rural public secondary schools.

The Correlations table indicate that the correlation

value is .238. A weak linear relationship was

indicated when the value of r is positive and

approaches 1. The value of r also suggest that the

points are grouped together in a line that slopes

positively.

6.3 Multiple Regression

Research Question 3: Which dimension of teachers’

instructional practices contributes the most towards

performance of rural public secondary schools? For

assumption 1, from the indication that there is a

relationship that is signiﬁcantly positive between TIP

and GPS (r=0.271) indicates that there exists a linear

relationship between the dependant variable and the

independent variables.

As for assumption 2, is normally distributed as

indicated by the histogram and plot below.

As for the assumption of multicollinearity, the

VIF values of the variable were used to address this

assumption.

Independent Variables VIF

Instructional Materials and Tools 3.237

Teaching Techniques 3.024

Instructional Strategies 2.188

Based on the table above, there is no

multicollinearity that exists since that the value

Figure 3: Histogram

Figure 4: Normal P-P Plot of Regression Standardized

Residual

of VIF for both variables are below 5 (Hair et al.,

2010).

Table 10: AcademicCorrelation Test Teachers’ Instructional

Practices and School Performance of Rural Public

Secondary Schools.

Coefﬁcientsa

Model

Unstandardized

Coefﬁcients

Standardized

Coefﬁcients

t Sig.

Collinearity

Statistics

B Std. Error Beta Tolerance VIF

(Constant) 3.386 .213 15.872 .000

Instructional

Strategies

.219 .096 .201 2.290 .023 .309 3.237

Teaching

Techniques

.121 .087 .118 1.387 .166 .331 3.024

Instructional

Material and

Tools

.024 .065 .027 .369 .712 .457 2.188

a. Dependent Variable: GPS rec

The model summary Table indicates that the R

(.324), R square (.105) and Adjusted R Square (.098).

This means that 10% of the variance in school

performance was jointly explained by Instructional

Material and Tools, Teaching Techniques and

Instructional Strategies. Cohen (1994), concluded

A Study on Relationship between Teachers’ Instructional Practices and School Performance of Rural Public Secondary Schools in Malaysia

287

that, R=0.10 indicates a small effect size, R=0.25

indicates a medium effect size and R=0.40 indicates

a large effect size.

Table 11: Correlation Test Teachers’ Instructional Practices

and School Performance of Rural Public Secondary

Schools.

GPS rec TIP 2

Spearman’s

rho

GPS rec Correlation Coefﬁcient 1.000 .219**

Sig. (2-tailed) . .000

N 379 379

**. Correlation is signiﬁcant at the 0.01 level (2-tailed).

Table 12: Collinearity Diagnostics

Collinearity Diagnosticsa

Variance Proportions

Model Dimension Eigenvalue

Condition

Index

(Constant)

Instructional

Strategies

Teaching

Techniques

Instructional

Material and

Tools

1 1 3.981 1.000 .00 .00 .00 .00

2 2 .011 19.459 .89 .01 .02 .20

3 3 .006 25.912 .10 .10 .27 78

4 4 .003 36.760 .01 .89 .71 .02

a. Dependent Variable GPS rec

Table 13: Correlation Coefﬁcient and Strength

The correlation coefﬁcient(r)

The strength of

correlation

.91 to 1.00 or -.91 to -1.00 Very strong

.71 to .90 or -.71 to -.90 Strong

.51 to .70 or -.51 to -.70

Average /

Moderate

.31 to .50 or -.31 to -.50 Weak

.01 to .30 or -.01 to -.30 Very Weak

.00 No Correlation

Source. Chua (2013p. 258)

Figure 5: Scatter Plot

Homoscedasticity is the last assumption where

the variability indicated in the scores for variable

X should be similar at all values of indicated

in the scores of variable Y. A scatterplot should

indicate a fairly cigar shape along it length. This

last assumption stated that the variance of error

terms are homoscedasticity which means that they

were similar across the values of the independent

variables. A plot of standardized residuals versus

standardized predicted value will show whether

points were equally distributed across all values of

the independent variables. Since there was no clear

pattern or cone shaped pattern in the distribution,

the data was homoscedasticity. Therefore, the last

assumption was fulﬁlled.

After all of the assumptions already fulﬁlled,

multiple regression was used to test the impact of

dimension of teachers’ instructional practices towards

school performance of public secondary schools in

rural areas.

Dimensions of teachers’ instructional practices

towards school performance of public secondary

schools in rural areas are shown as per results of the

analysis. The dimension of Instructional Strategies

is signiﬁcantly correlated to School Performance of

Rural Public Secondary schools. Of these three

variables, frequency of Instructional Strategies made

the largest unique contribution (beta = .201) while

Teaching Techniques made a small contribution

(beta = .118) and Instructional Material and Tools

made a small contribution (beta = .027) signiﬁcance

of 0.05. This is an indication that there is a

signiﬁcant relationship statistically between Teachers

Instructional Practices and School Performance. This

means that when teachers’ instructional practices

goes up positively by 1 standard deviation, School

Performance of Rural Public Secondary Schools goes

up positively by 0.307 standard deviation. Analysis

of the results indicated that independent variable,

Teachers’ Instructional Practices is signiﬁcantly

correlated to school performance of Rural Public

Secondary Schools. Teachers’ Instructional Practices

made a statistically signiﬁcant contribution (beta =

.307).

(Malhoit, 2005) has given a statement that

good strategies allow rural schools to be excellent

schools. Towards this, high quality teachers only

should be employed in rural schools. In addition,

quality teachers are not only encompass academic

qualiﬁcation such as degree also the skill that enable

them to teach students with diverse need and style

of learning. Teachers from rural school highlighted

have “a bachelor degree in the subject(s) taught, full

state certiﬁcation and proof of content knowledge

for each subject” (Eppley, 2009). Teachers should

also be provided sufﬁcient pay by the school.

Teachers will not be motivated to teach well if

they inadequately paid even though they possess

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288

the skills. Thirdly, effective leaders should be the

head of rural; Principals instructional leadership.

Researchers in educational ﬁeld have made it a

statement that this is what rural schools should have.

Without it, there will never be a good rural school.

Malhoit has stated rural school should be provided

facilities with good quality. Given the circumstances,

rural school should take in consideration the usage

of technology. In Malhoit’s view, rural schools

should be provided sufﬁcient internet availability and

ICT (Information and Communication Technology)

facilities. Finally, without doubt, rural schools have

to be provide with enough supplies for instructional

purposes such as “well-equipped libraries, media

centres, and laboratories” and These facilities will be

able to assist students to “learn to think critically,

and enhance their readiness for higher education

opportunities”.

Hence, due to this circumstances, teachers

equipped with best instructional practices, has their

work supported with CSR project because schools are

to provide all that is needed for instructional purposes

(e.g. books, CDs, videos, internet, software, etc).

They are also provided internal courses to develop

their professionalism simultaneously improving the

quality of their teaching. What more, if teachers are

able to ignite the awareness of students in strategies to

learn language, they will engage actively in activities

that aims towards these strategies. The will eventually

improve the performance in English of rural schools

(Thiyagarajah, 2003; Raman et al., 2015).

Overall, with the right policy, the quality of

Malaysian rural schools can be improved and

therefore, the gap exists between these schools

and their urban counterparts would be decreased

and completely shut. Throughout the years,

numerous studies have failed to interrelate teachers’

instructional practices and rural public secondary

schools and school performance.

Thus, there should be more studies undertaken

to investigate the relationship between teachers’

instructional practices of rural public secondary

schools and school performance. The ﬁndings derived

from the studies would beneﬁt multiple departments

in the ministry and schools that deal with the

facilitating education for the students to rope in

school performance. In consequence, this will help

them to increase teachers’ instructional practices of

rural public secondary schools and gain better school

performance of rural public secondary schools.

7 CONCLUSIONS

Various extensive funding has been put forward

by the Government of Malaysia programs in

education sectors from independence till date. As

indicated, teaching and learning process are related

to teacher quality which is developed among the

schools. Teachers and Leaders with good skills

are needed urgently to in increase the learning

and teaching quality. In addition, review of past

studies indicate that it needs to be aligned with

learning and teaching instructional practices of good

quality. In regards to system in Malaysia Education,

the researcher found that teachers are equipped

with good instructional practices and engage these

practices, in enhancing good performance of the

school in rural areas. Furthermore, this study

also has found that signiﬁcant relationship exists

among teachers’ practices of instruction and school

performance. Researcher also disclosed the current

levels of teachers’ instructional practices in rural

secondary schools. Teachers are regarded as valuable

possessions that establish and increase the future

of nation’s children. Therefore, quality of teachers

directly relates to the education quality of the nation

(Hanushek and Rivkin, 2007). This study has

proved that teachers instructional practice are able to

improve schools’ performance Hence, steps should

be taken by schools for teachers to come up with

planning in instructional practices that encourage

teamwork in schools. The ﬁndings also indicated

that instructional practices have a signiﬁcant positive

inﬂuence on the performance of schools However,

a stepwise multiple regression indicated that the

predicting dimension was Instructional Strategies of

teachers’ instructional practice. To enhance practices

of instruction, teachers need to consider creating a

climate in school which encourages positive learning.

Overall, teachers’ instructional practices and school

performance have positive signiﬁcant relationship

with each other. Teachers’ instructional practice

which can help to achieve results include knowledge

and responsibility sharing, new teaching techniques

discussion which will bring improvement to student

learning.

8 LIMITATION

The stratiﬁed random sampling technique (teachers’

respondents in ﬁve states in Malaysia) requires

replication of this study in other states prior to

generalizing these results to all teacher population.

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289

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