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The Actualization of the Malaysian National Education Philosophy in Secondary Schools: Student and Teacher Perspectives

April 2014 · Journal of Studies in International Education 7(4):57-68

DOI:10.5539/ies.v7n4p57
Authors:

Shafeeq Hussain Vazhathodi Al-Hudawi Rosy Lai Su Fong Mohammed Borhandden Musah
Lokman
Planning & Development Directorate, Universiti Teknologi Malaysia University of Bahrain

Citations (5) References (27) Figures (4)

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In the Malaysian context, all educational processes at the national level are envisioned by
the National Education Philosophy (NEP). The NEP was formed in 1988 in line with the Discover the world's
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National Principles (Rukun Negara) with the ultimate aims of building a united and
progressive society (Ministry of Education, 2001). However, there is uncertainty whether 20+ million
the NEP has been actualized in the educational processes, transmitted successfully by members
teachers to students and further personalized by students. This paper aims to report
findings of study which analyzed the actualization of the NEP in government and private 135+ million
secondary schools based on student and teacher perspectives. The research followed a publications
survey design through two sets of questionnaires; one for teachers and the other for 700k+ research
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students. The Cronbach’s Alpha reliability coefficient value for the teacher and student projects
questionnaire was 0.96 and 0.98 respectively. A total of 185 Form 4 students and 45
teachers from both private and government secondary schools in Kuching, Sarawak,
Malaysia participated in this research. 77.3% of students and 64.4% of teachers rated the
level of actualization of the NEP as high, with a mean score of 7.67 and 7.28 out of 10 as
rated by the students and teachers respectively. The paper further discusses the finding of
the study from both teacher and student perspectives. It also provides a brief discussion on
the limitations of this study and on its implications. It concludes with general implications of
the study to the educational processes in the country in general and to the national
education system in specific.

. Selection criteria . Class interval for . The level of . Teacher

for secondary… the level of… actualization of… perspectives on…

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:
:
 International Education Studies;
Studies; Vol.
Vol. 7, No. 4; 2014
ISSN 1913-9020 E-ISSN 1913-9039
Published by Canadian Center of Science and Education

The Actualization of the Malaysian National Education Philosophy in

Secondary Schools: Student and T Teacher
eacher Perspectives
Shafeeq Hussain Vazhathodi Al-Hudawi1, Rosy Lai Su Fong1, Mohammed Borhandden Musah
Musah 1 & Lokman
1
Mohd Tahir
1 International Education Studies; Vol. 7, No. 4; 2014
Faculty of Education, Universiti Teknologi Malaysia, Malaysia
ISSN 1913-9020 E-ISSN 1913-9039
Correspondence: Shafeeq Hussain Vazhathodi
Vazhathodi Al-Hudawi, Department
Published byofCanadian
Educational
CenterFoundation andEducation
of Science and Social
Science Studies, Faculty of Education, Universiti Teknologi Malaysia, UTM Johor Bahru 81310, Johor,
Malaysia. Tel: 607-553-3177
607-553-3177.. E-mail: shafeeq@utm.my;
shafeeq@utm.my; shafeeq75@gmail.com
1 1 1
1
Received: January 14, 2014 Accepted: February 25, 2014 Online Published:
Published: March 25, 2014
1
doi:10.5539/ies.v7n4p57 URL: http://dx.doi.org/10.5539/ies.v7n4p57
Shafeeq Hussain Vazhathodi Al-Hudawi , Rosy Lai Su Fong , Mohammed Borhandden Musah & Lokman
Mohd Tahir
Abstract
The Actualization of the Malaysian National Education Philosophy in
Faculty of Education, Universiti Teknologi Malaysia, Malaysia
In the Malaysian context, all educational processes at the national level are envisioned by the National Nation al Education
Correspondence:
Philosophy (NEP).Shafeeq
The NEP Hussain Vazhath
was formed inodi Al-Hudawi,
1988 in line with Department
the National of Principles
Educational Foundation
(Rukun
(Rukun Negaraand
Negara) Social
) with the
Science Secondary Schools: Student and Teacher Perspectives
ultimate Studies, Faculty aofunited
aims of building Education, Universiti society
and progressive Teknologi
soci Malaysia,
ety (Ministry UTM Johor
of Education, Bahru
2001). 81310, there
However, Johor,
is
Malaysia.
uncertaintyTel: 607-553-3177
whether the NEP . E-mail:
has been shafeeq@utm.my;
actualized in the shafeeq75@gmail.com
educational processes,
processes, transmitted successfully by
teachers to students and further personalized
personalized by students. This paper paper aims to report findings of study which
analyzed the actualization of the NEP in government and private secondary secondary schools based on student and teacher
Received: January 14, 2014 Accepted: February 25, 2014 Online Published: March 25, 2014
perspectives. The research followed a survey design through two sets of questionnaires; one for teachers and the
doi:10.5539/ies.v7n4p57
other for students. The Cronbach’s Alpha URL: http://dx.doi.org/10.5539/ies.v7n4p57
reliability coefficient value
value for the teacher and student questionnaire
was 0.96 and 0.98 respectively. A total total of 185 Form 4 students and 45 teachers from both priv priv ate and
government secondary schools in Kuching, Sarawak, Malaysia Malaysia participated in this research. 77.3% of students
Abstract
and 64.4% of teachers rated the level of actualization of the NEP as high, with a mean score of 7.67 and 7.28 out
In
of the
10 asMalaysian
rated by context, all educational
the students teachersprocesses
and teachers respectively.at theThenational
paperlevel arediscusses
further envisioned thebyfinding
the Nation
of theal study
stEducation
udy from
Philosophy (NEP). The NEP was formed in 1988 in line with the National Principles
both teacher and student perspectives. It also provides a brief discussion on the limitations of this study ( Rukun Negara ) with
and the
on
ultimate
its aims ofItbuilding
implications. concludes a with
united and progressive
general implicationssoci of ety (Ministry
the study to theofeducational
Education,processes
2001). However, there in
in the country is
uncertainty
general and to whether the NEP
the national has been
education systemactualized in the educational processes, transmitted successfully by
in specific.
teachers to students and further personalized by students. This paper aims to report findings of study which
Keywords: Malaysian national education philo philo sophy, actualization, secondary schools
analyzed the actualization of the NEP in government and private secondary schools based on student and teacher
1. Introduction
perspectives. The research followed a survey design through two sets of questionnaires; one for teachers and the
other
A coherent vision isThe
for students. Cronbach’s
vital to any effortsAlphathatreliability coefficient
humans undertake.
undertak valueis for
e. This the teacher
especially true and
to thestudent questionnaire
educational efforts.
wascommon
A 0.96 and 0.98 respectively.
educational A total in
vision, enshrined iof 185Philosophy
n the Form 4 students and 45
of Education of teachers
a nation from
is likeboth priv ate and
a lighthouse in
government secondaryand
providing guidelines schools
turningin its
itKuching,
s educational Sarawak,
effortsMalays ia participated
into success. However, in this
it isresearch.
undeniable 77.3%
that of students
“bearing of
and 64.4% of
philosophy onteachers
educationrated
is the level of indirect,
somewhat actualization of theeducators
for most NEP as high,
havewith a mean
to take the score of 7.67 andto7.28
subject-matter out
a large
of 10 asatrated
extent by the students
second-hand, and teac
and have no hers
timerespectively.
to inquire how The paper
far it further
is true,discusses the finding
in any ultimate of the
sense of st
theudyword”
from
both teacher and
(Mackenzie, 1898,student perspectives.
p. 428). Thus, as It also provides
pointed out by aWilson
brief discussion
(1977), the onutmost
the limitations
important of matter
this study
is howand on
to
its implications. It concludes with general implications of the study
integrate philosophy of education in curriculum and how to actualize the elements to the educational processes in the country
elements of philosophy in the in
general and processes.
educational to the national education system in specific.
Keywords: Malaysian
As Lewy (1977) national
suggested, education
in order philout
to find o sophy, actualization,
whether secondary
students have schools
mastered certain skills as a result of the
educational programs
1. Introduction and whether they have acquired certain desi
desired
red attitudes and values, it is necessary that the
curriculum, and even the general aims be evaluated
evaluated in a continual process. The general aims are positions taken
A coherent vision is vital to any efforts that humans undertake. This is especially true to the educational efforts.
based on a set of beliefs on (i) What type of citizen we want
want to produce? (ii) What type of world or society we
A common educational vision, enshrined in the Philosophy of Education of a nation is like a lighthouse in
would love to live in? (iii) What are the values that we cherish?, and (iv) What are the logical relation between
providing guidelines and turning its educational efforts into success. However, it is undeniable that “bearing of
all these? Answers to these questions undeniably
undeniably imply upon the educational
educational efforts in any country, especially
philosophy on education is somewhat indirect, for most educators have to take the subject-matter to a large
the schooling processes. As Peter (1997, p. 176)
176) indicated, “statements of aims of education are positions taken
extent at second-hand, and have no time to inquire how far it is true, in any ultimate sense of the word”
based on a set of beliefs”. Such statements are usually usually made through philosophical deliberations or or
(Mackenzie, 1898, p. 428). Thus, as pointed out by Wilson (1977), the utmost important matter is how to
philosophizing. Philosophical deliberations involve various ontological, metaphysical, epistemological,
integrate philosophy of education in curriculum and how to actualize the elements of philosophy in the
axiological, teleological and aesthetic discussions. The The principles that underlie these deliberation and
educational processes.
discussions–and thereby the all educational assumptions and and practices–are very fundamental to formulating “the
As Lewy (1977) suggested, in order to find out whether students have mastered certain skills as a result of the
educational programs and whether they have acquired certain desired attitudes and values, it is necessary that the
57
curriculum, and even the general aims be evaluated in a continual process. The general aims are positions taken
based on a set of beliefs on (i) What type of citizen we want to produce? (ii) What type of world or society we
would love to live in? (iii) What are the values that we cherish?, and (iv) What are the logical relation between
all these? Answers to these questions undeniably imply upon the educational efforts in any country, especially
the schooling processes. As Peter (1997, p. 176) indicated, “statements of aims of education are positions taken
based on a set of beliefs”. Such statements are usually made through philosophical deliberations or
philosophizing. Philosophical deliberations involve various ontological, metaphysical, epistemological,
axiological, teleological and aesthetic discussions. The principles that underlie these deliberation and
discussions–and thereby the all educational assumptions and practices–are very fundamental to formulating “the
57
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 www.ccsenet.org/ies
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Education
cation Studies Vol. 7, No. 4; 2014

aims of education and the functions of educational institutions in a society” (Butler, 1968, p. 486).
Overall, thus, philosophy of education is the theory and ideology of education. It helps to shape educational
educational
principles, guidelines, assumptions
assumptions and decisions with respect to learning and teaching, intellectual and moral
building and education goal (Mohamed,
(Mohamed, 1990). This is very true about the Malaysian education context.
context.
Malaysia has a long history of education system developments, from pre to post independence independence period. Therefore,
Malaysian authorities had to deliberate a coherent philosophy philosophy of education accommodating acco mmodating for its multi-ethnic,
religious, linguistic and cultural society, but based on o n the long tradition of Malay and Islamic Islamic based education
www.ccsenet.or
and taking account g/ies of eastern and and western International
philosophies Education
brought Studies
by the influx of the Chinese ChineseVol. and7, Indians
No. 4; 2014
to
Malaysia (Sang, 2008; Nooraini & Khairul, 2011). This was realized through the formation of the National
Education Philosophy (NEP).
aims
In theofMalaysian
educationcontext,
and the allfunctions of educational
educational processesinstitutions
at the
the national in a level
society” (Butler, 1968,
are envisioned by p.
the486).
NEP. For, example,
even
Overall, thus, philosophy of education is the theory and ideology of education. It helps totember
the latest Preliminary Report: Malaysia Education Blueprint 2013-2025 released on Sep
Septembershape 11, 2012 by
educational
the Ministry
principles, of Education
guidelines, assump reiterates
tions andthe commitment
decisions of the toMalaysian
with respect learning and school curriculum
teaching, to theand
intellectual National
moral
Education
building and Philosophy.
education goalThe (Moham
Blueprinted,char
cha r ts out
1990). strategic
This is veryand trueoperational path ways education
path
about the Malaysian and shifts cont
and to transform
ext. the
country’s education system and assure to continue to use “the NEP’s vision of a balanced education as its
Malaysia has a long history of education system developments, from pre to post independence period. Therefore,
foundation for individual student aspirations”
aspirations” (p. E-16).
Malaysian authorities had to deliberate a coherent philosophy of education acco mmodating for its multi-ethnic,
The NEP reads:
religious, linguistic and cultural society, but based o n the long tradition of Malay and Islamic based education
and taking account
“Education in Malaysiaof eastern and western
is an on-going effortphilosophies
towards further brought by thethe
developing
developing influx of the
potential of C hinese andinIndians
individuals to
a holistic
Malaysia (Sang,manner,
and integrated 2008; Nooraini
so as to & produce
Khairul,
produc 2011). This who
e individuals was arerealized through thespiritually,
intellectually, formation emotionally
of the National and
and
Education
physically Philosophy
balanced and (NEP).
harmonious based on a firm belief in and devotion to God. Such an effort is designed to
produce
In the Malaysian context, allwho
Malaysian citizens are knowledgeable
educational processes atand the competent,
national level whoarepossess
poenvisioned
ssess high by moral
the standards
NEP. For, and who
example,
are
evenresponsible and capableReport:
the latest Preliminary of achieving
Malaysia a high level ofBlueprint
Education personal2013-2025
well-beingreleased
as well as onbeing able to11,
Sep tember contribute
2012 by
to
thethe betterment
Ministry of of the family,
Education society and
reiterates the the nation at large”
commitment of the(Ministry
Malaysian of Education, 2008, p. ix).
school curriculum to the National
Education
The National Philosophy.
EducationThe Blueprint(NEP)
Philosophy char)tswas
(NEP out officially
strategic and operational
formed in 1988 pat h ways an
according todtheshifts
needsto transform
of Malaysianthe
country’s
citizens and education system
the country, and assure
especially for the to betterment
continue toofuse “the NEP’s
its citizens in linevision
with of theaNational
balancedPrinciples
education(Rukunas its
(Rukun
foundation
Negara)
Negara ) withforultimate
individualaimsstudent aspirations”
of building a united (p.and
E-16).
progressive society (Ministry of Education, 2001).
The NEP reads:
The NEP was tailored in accordance with the needs of individual individual citizens, family, society society in the countrycountry as a
whole. The unity
“Education and betterment
in Malaysia of its citizen
is an on-going was onefurther
effort towards of basic consideration
developing of NEP of
the potential (Sang, 2008).inSix
individuals factors
a holistic
that
and were well recognized
integrated manner, so while
as forming
to produc ofethe NEP are religion,
individuals who aresocial fabrics, politics,
intellectually, economy,
spiritually, individuality
emotionally and
and globalization
physically balanced (Meng, 1996). Thebased
and harmonious religion
on afactor takes inmu
takes
firm belief muand
ltiple religions
devotion embraced
to God. Such an by effort
the people into the
is designed to
consideration,
produce Malaysian with citizens
Islam aswho theareofficial religion ofand
knowledgeable thecompetent,
country, yet yewho
t freedom
po ssesstohigh embrace
moral other
othe r religions
standards also
and who
given. The socialand
are responsible factor includes
capable the multicultural
of achieving structofure
structure
a high level of Malaysian
personal well-beingsociety. Theas
as well political
being ablefactortodetermines
de termines
contribute
ideology of the country
to the betterment and further
of the family, influences
influences
society education
and the nation policy.(Ministry
at large” The economic factor influences
of Education, 2008, p. ix). the educational
goals in an effort to bringing
bringing development and progress to the country. The individual factor is related to basic
The National Education Philosophy (NEP) was officially formed in 1988 according to the needs of Malaysian
needs such as security, development and execution of individu individu dual
al potential and self-actualization.
self-actualization. The last factor
citizens and the country, especially for the betterment of its citizens in line with the National Principles (Rukun
of globalization is associated with with global outlook and vision, the development of global global education and the
Negara) with ultimate aims of building a united and progressive society (Ministry of Education, 2001).
capability of Malaysian citizens to contribute to gain global recognition. Providing for and producing appropriate
The of
mix NEPhumanwas capital
tailoredforinall
accordance with the
level of market needsneeds
as wellof indi vidual
as for racialcitizens, family, and
harmonization aso
ndciety in the cfocusing
integration ountry ason a
whole. welfare
social The unity andandeconomic
betterment of its citizen
prosperity as a was wholeonearearofe basic consideration
two essential conceptsof NEP (Sang,about
brought ab2008).
out bySix thefactors
NEP.
that were well
Specifically therecognized
roles of NEP while forming ofbythe
as accounted NEP(1996)
Meng are religion,
and Sang social fabrics,
(2008) politics, economy, individuality
include:
and globalization (Meng, 1996). The religion factor takes mu ltiple religions embraced by the people into the
(a) Provide guidance and direction to the efforts to expand and improve education;
consideration, with Islam as the official religion of the country, yet freedom to embrace other religions also
(b) As The
given. basicsocial
policyfactor
and consideration for determining
for
includes the multicultural theure
struct national education
of Malaysian goals;The political factor de termines
society.
ideology
(c) of the country
As a reference and further
for educators influences
(local or overseas)
or education policy. The
to understand economic factor
the educational systeminfluences
in Malaysia; the educational
goals in an effort to bringing development and progress to the country. The individual factor is related to basic
(d) As a guidance for educators to perform perform educational tasks;
needs such as security, development and execution of individu al potential and self-actualization. The last factor
(e) As the basis and foundation
of globalization is associated with global for determiningoutlook theandcurriculum,
vision, the teaching materials
development of and
globallearning and teaching
education and the
strategies;
capability of Malaysian citizens to contribute to gain global recognition. Providing for and producing appropriate
mix of human
(f) As controllercapital
on for all levelofofeducation
distortion market needs as well
policy as for and
activities racialtoharmonization and integration focusing
eliminate misunderstandings, doubts onor
social welfare
disputes and economic
while putting prosperity
effort to perform as a whole
educational tasks areortwo essential concepts brought ab out by the NEP.
activities;
Specifically the roles of NEP as accounted by Meng (1996) and Sang (2008) include:
(g) To avoid any inconvenience that may may arise during implementation of a particular curriculum or its its
(a) Provide guidance and direction to the efforts to expand and improve education;
component;
(b) As
(h) As basic
basic considerations
policy and consideration
while planningfor determining
for the reform the national
or changeeducation goals; system.
in the education
(c) As a reference for educators (local or overseas) to understand the educational system in Malaysia;
(d) As a guidance for educators to perform educational tasks;
58
(e) As the basis and foundation for determining the curriculum, teaching materials and learning and teaching
strategies;
(f) As controller on distortion of education policy activities and to eliminate misunderstandings, doubts or
disputes while putting effort to perform educational tasks or activities;
(g) To avoid any inconvenience that may arise during implementation of a particular curriculum or its
component;
(h) As basic considerations while planning for the reform or change in the education system.

58
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 www.ccsenet.org/ies
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Education
cation Studies Vol. 7, No. 4; 2014

In short, the NEP was adopted in the culmination of a long

long search for “a national system of education to serve as
the foundation for integrating various ethnic groups, as well as the agent for socioeconomic development…”
(Rosnani, 2004, p. 113).
In general, the Ministry of Education (2001) Malaysia has has categorized the elements of the NEP into fifteen (15)
sub-groups as stated in the manual entitled “National Education Philosophy, Goal Go al and Mission” (Falsafah (Falsafah
Pendidikan Kebangsaan, Matlamat dan Misi). Misi). The sub-group includes: (a) education is an on-going on-going effort, (b)
developing the potential of individual, (c) develop the potential in a holistic ho listic and integrate manner, (d) a balanced
and harmonious
www.ccsenet.or individual, (e) intellectual
g/ies intellectual element, (f)
International Eduspiritual element, (g)
element,
cation Studies (g) emotional element, Vol. (h)
7, No.physical
4; 2014
element, (i) firm belief in and devotion to God, (j) Malaysia citizens who are knowledgeable, (k) Malaysia
citizens who are competent, (l) Malaysia citizens who possesses possesses high moral standard, (m) Malaysia citizens who
are responsible, (n) Malaysia citizens who are are capable of achieving a high level of personal well-being, and (o)
In short, the NEP was adopted in the culmination of a long search for “a national system of education to serve as
Malaysia citizens who are able to contribute to the betterment betterment of the family, society and the nation. These
the foundation for integrating various ethnic groups, as well as the agent for socioeconomic development…”
elements are the key concepts that were studied in this study as to what extent they were actualized by students.
(Rosnani, 2004, p. 113).
Put in different words, as indicated by Meng (1996) and Sang (2008) various changes made in the school
In general, the Ministry of Education (2001) Malaysia has categorized the elements of the NEP into fifteen (15)
curriculum are aligned with objectives objectives of the NEP. For example the current KSSR (Kurikulum (Kurikulum Standard Sekolah
sub-groups as stated in the manual entitled “National Education Philosophy, Go al and Mission” (Falsafah
Rendah)) [Curriculum Standard for Primary School], KBSR (Kurikulum
Rendah (Kurikulum Bersepadu Sekolah Rendah) Rendah) [Malaysian
Pendidikan Kebangsaan, Matlamat dan Misi). The sub-group includes: (a) education is an on-going effort, (b)
National Primary School Syllabus] and KBSM (Kurikulum (Kurikulum Bersepadu Sekolah Menengah) Menengah) [Malaysian National
developing the potential of individual, (c) develop the potential in a ho listic and integrate manner, (d) a balanced
Secondary School Syllabus] were aligned aligned with the objectives of the NEP.
and harmonious individual, (e) intellectual element, (f) spiritual element, (g) emotional element, (h) physical
For example,
element, (i) firmaccording
belief intoand Mohd, Abdul-Rahim,
devotion to God, (j)Ahmad-Johari,
Malaysia citizens and Aliwho(2011) the implementation
implementation
are knowledgeable, of the
(k) Malaysia
KBSM
citizens based
who are oncompetent,
the concept(l)ofMalaysia
integrated
integrated education
citizens who was an important
possesses high moral stepstandard,
towards (m) realizing
Malaysiathe objectives
citizens who of
NEP. As instance,
are responsible, (n) values
Malaysia embedded
citizens who in teaching,
are capablelearning styles asa high
of achieving well level
as theof usage
personalof Malay langua
language
well-being, ge (o)
and in
KBSM
Malaysia arecitizens
linked with
who the areNEPable (Mohd et al., 2011).
to contribute to theThus, according
betterment to them,
of the family,“thesociety
Malaysian Education
and the nation.System
These
entered
elementsa are
newthe andkeyimportant
conceptsphase with studied
that were the creation
creatio n of study
in this the National
Nation
as to al Education
what Philosophy”
extent they (p. 210).by students.
were actualized
2. Statement of Research Problem
Put in different words, as indicated by Meng (1996) and Sang (2008) various changes made in the school
curriculum
The successare aligned
rate with objectives
for translating the NE ofPtheintoNEP. For example
educational processthe will
currentincrKSSR
ease as (Kurikulum
the convictionStandard
levelSekolah
on the
NEP is on increase. Hence, the degree of conviction on the NEP is anticipated to attribute to the[Malaysian
Rendah ) [Curriculum Standard for Primary School], KBSR (Kurikulum Bersepadu Sekolah Rendah ) successful
National Primary
actualization of the School
NEP in Syllabus]
students. andThis
KBSM study,(Kurikulum Bersepadu
therefore analysed Sekolah
whether NEP has) been
theMenengah [Malaysian National
transmitted into
Secondary School
the actual life of theSyllabus]
secondary were alignedaswith
students whatthe hasobjectives
been intended of thebyNEP.
the Ministry of Education Malaysia.
For toexample,
Up according
the best notice of thetoresearcher
Mohd, Abdul-Rahim,
s, there are no Ahmad-Johari,
researches that studie and Alid all(2011)
elementsthe ofimpl
theementation
NEP in secondaryof the
KBSM based
schools, on thewith
especially concept of integrated
regards to all the education was an in
fifteen elements
elements important step towards
the sub-groups realizing
indicated above.theAobjectives
handful of of
NEP. As instance,
researchers values elements
studied certain embeddedsuch in teaching, holearning
as “the holistic styles as well
listic development” as the
(Habsah & usage of Malay
Aminuddin, 2009) langua
and ge in
“firm
KBSMinare
belief God”linked with the
(Habsah et NEP (MohdThe
al., 2009). et al., 2011).
latter Thus, according
qualitative study showedto them,that“the11Malaysian
out of 12 Education
secondary System
school
entered awho
teachers new teach
and important
different phase
subjects
subjects withat the creation schools
5 different of the Nation
have al Education
firm belief inPhilosophy”
God though(p. 210).
there are constraints
to implying it of
2. Statement in Research
real teaching. One teacher who teaches a technical subject
Problem subject viewed that the belief in God having
no relation with the subject he teaches. Another study by Rohana, Kamarudzaman, Kamarudzaman, and Roziah (2010) developed
The success rate for translating the NEP into educational process will increase as the conviction level on the
a conceptual model for spiritual development development based on the NEP. They studied how this specific spiritual
NEP is on increase. Hence, the degree of conviction on the NEP is anticipated to attribute to the successful
development
Download full-text PDF was implied in the delivery
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citation Seng (2008) and and Muhamad (1993)
actualization of the NEP in students. This study, therefore analysed whether the link NEP has been transmitted into
indicated that degree of understanding
understanding on the NEP among secondary school teachers in government school school and
the actual life of the secondary students as what has been intended by the Ministry of Education Malaysia.
vocational school respectively to be high, whereas appreciation toward the NEP was moderate. Thus, the the level of
Up to the bestofnotice
actualization the NEP of the researcher
among student
studentss,sthere are no researches
has remained vague. that studied all elements of the NEP in secondary
schools, especially with regards to all the fifteen elements in the sub-groups indicated above. A handful of
However, no quantitative studies were carried out to investigate the actualization of NEP among secondary
researchers studied certain elements such as “the holistic development” (Habsah & Aminuddin, 2009) and “firm
school students and teachers. This study, therefore was conducted in order order to analyze whether students students who have
belief in God” (Habsah et al., 2009). The latter qualitative study showed that 11 out of 12 secondary school
undergone schooling at the secondary secondary level have internalized
internalized the elements of the NEP as identified above, and
teachers who teach different subjects at 5 different schools have firm belief in God though there are constraints
what teachers themselves perceive about their students internalizing them. The overall purpose of the study,
to implying it in real teaching. One teacher who teaches a technical subject viewed that the belief in God having
therefore, was to analyze the actualization of the NEP in government and private priv ate secondary school based on
no relation with the subject he teaches. Another study by Rohana, Kamarudzaman, and Roziah (2010) developed
student and teacher perspectives. The study also aimed to identify differences between between student and teacher
a conceptual model for spiritual development based on the NEP. They studied how this specific spiritual
perspectives on the actualization of the NEP in secondary school students and between government and private
development was implied in the delivery of teaching and learning process. Seng (2008) and Muhamad (1993)
secondary schools. As such, the study hypothesizes:
indicated that degree of understanding on the NEP among secondary school teachers in government school and
Hypothesis 1: There
vocational school is no difference
respectively between
to be high, whereasstudent and teachertoward
appreciation perspectives
the NEPforfowas
r themoderate.
actualizationThus,of tthe NEP of
he level in
secondary
actualization school
of thestudents.
NEP among students has remained vague.
Hypothesisno
However, 2: There
2: is no difference
quantitative studies were between
carried theout
level toofinvestigate
the actualization for the NEPofinNEP
the actualization government secondary
among secondary
school students and the level of
teachers. Thisactualization for thewas
study, therefore NEP in privateinsecondary
conducted school students.
order to analyze whether students who have
undergone schooling at the secondary level have internalized the elements of the NEP as identified above, and
what teachers themselves perceive about their students internalizing them. The overall purpose of the study,
therefore, was to analyze the actualization of the NEP59 in government and priv ate secondary school based on
student and teacher perspectives. The study also aimed to identify differences between student and teacher
perspectives on the actualization of the NEP in secondary school students and between government and private
secondary schools. As such, the study hypothesizes:
Hypothesis 1: There is no difference between student and teacher perspectives for the actualization of the NEP in
secondary school students.
Hypothesis 2: There is no difference between the level of the actualization for the NEP in government secondary
school students and the level of actualization for the NEP in private secondary school students.

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3. Methodology
3.1 Research Design
The study utilized survey design for this research in view of its nature of inquiry on the trends of the
actualization of the NEP among secondary school students. The design is preferred when a researcher seeks to
describe trends in a large population
population of individuals, which
which is so in the case of this research (Creswell, 2012).
Hence, data for this research was collected through two sets of questionnaires distributed
distr ibuted among students and
teachers in secondary schools.
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In general, each set of questionnaire is divided divided into three sections, Section A: Background information on
respondents, Section B: Knowledge and appreciation appreciation towards the NEP, Section C student and teacher
perspectives.
3. Methodology
Section A served to provide background
backgroun d of the respondents,
respondents, whereas Section B was used to understand basic
3.1 Research
knowledge onDesign
and the level of appreciation of students and teachers about about the NEP. The Section C was designed
to
Theobtain
studydata to achieve
utilized the design
survey main objective
for this of this research,
research,
research in viewwhich is tonature
of its analyse
of the actualization
inquiry on the of the NEP
trends in
of the
government
actualization and
of theprivate
NEP secondary school. The
among secondary statements
school students.inThe
thedesign
NEP were dividedwhen
is preferred into fifteen sub-groups
sub-groups
a researcher in
seeks to
accordance to the
describe trends in elaboration
a large populprovided
ation ofinindividuals,
the handbook ofhMinistry
whic is so in of
theEducation
Ed ucation
case andresearch
of this then further broken2012).
(Creswell, down
into eighty
Hence, datafive
for(85)
this statements
statem entswas
research as present in below:
collected through two sets of questionnaires distr ibuted among students and
teachers in secondary schools.
(1) Education is an on-going effort (Question 1-3).
In general,
(2) Developing eachtheset of questionnaire
potential of individual
individualis (Question
divided into three sections, Section A: Background information on
4-8).
respondents, Section B: Knowledge and appreciation towards the NEP, Section C student and teacher
(3) Potential development in a holistic and integrate manner (Question 9-11).
perspectives.
(4) A balanced and harmonious individualindividual (Question 12-20).
Section A served to provide backgroun d of the respondents, whereas Section B was used to understand basic
(5) Intellectual
knowledge element
on and (Question
the level 21-29). of students and teachers about the NEP. The Section C was designed
of appreciation
to obtain
(6) dataelement
Spiritual to achieve the main
(Question objective of this research, which is to analyse the actualization of the NEP in
30-36).
government and private secondary school. The statements in the NEP were divided into fifteen sub-groups in
(7) Emotional element (Question
(Question 37-42).
accordance to the elaboration provided in the handbook of Ministry of Education and then further broken down
(8)
into eighty five (85) statements 43-48).
Physical element (Question as present in below:
(9) Education
(1) Firm beliefisinanand devotion
devotion
on-going to God
effort (Question
(Question 1-3).49-55).
(10) Malaysian the
(2) Developing citizens who of
potential areindivi
knowl
knowledgeable
edgeable
dual (Question
(Question 4-8). 56-58).
(11)Potential
(3) Malaysian citizens who
development in are competent
a holistic (Questionmanner
and integrate 59-62).(Question 9-11).
(12)
(4) AMalaysian citizens
balanced and who possess
harmonious high moral
high
individual standard
(Question (Question 63-67).
12-20).
(13) Malaysian citizens who are resp
responsible
onsible
(5) Intellectual element (Question 21-29). (Question 68-73).
(14) Malaysian
(6) Spiritual citizens
element who are30-36).
(Question capable of achieving a high level of personal well-being (Question 74-76).
(15)
(7) Emotional element (Question able
Malaysian citizens who are contribute to the betterment of the family, society and the nation (Question
37-42). (Qu estion
77-85).
(8) Physical element (Question 43-48).
Each question was modified by adding adding personal pronoun, so that students and teachers were able to understand understand
(9) Firm belief in and devotion to God (Question 49-55).
and make logical sense of the statements.
statements. Students were required to rate each question from 0 (not having the
(10) Malaysian
element at all) tocitizens who
10 (with areconfidence
full knowledgeable (Question
that he/she 56-58).the prescribed
possesses prescribed element). All
All the subject teachers
of theMalaysian
(11) students (respondents)
citizens who are were also requested
competent to rate
(Question their students’ actualization
59-62). actu alization of fifteen elements of the
NEP from 0 to 10, thereby to investigate whether there there is any difference between teacher and student
(12) Malaysian citizens who possess high moral standard (Question 63-67).
perspectives. A ratio scale is adopted instead of the commonly used Likert scale, scale, anticipating more adequate and
(13) Malaysian
in-depth rating citizens
than justwho are resp
merely onsible
asking the(Question 68-73). to identify the actualization of the NEP. The
level of agreement
similar ratio scale
(14) Malaysian also has
citizens whobeen used by of
used
are capable Lewy (1978)a to
achieving ratelevel
high the of
level of performance
personal well-beingin(Question
curriculum
curriculum evaluation.
74-76).
The questionnaires were pilot tested with a Cronbach’s Alpha reliability coefficient value of 0.96 and 0.98
(15) Malaysian citizens who are able contribute to the betterment of the family, society and the nation (Qu estion
respectively for teacher and and student instruments.
77-85).
Stratified sampling method was adopted as the sample is stratified on some specific characteristics as tabulated
Each question was modified by adding personal pronoun, so that students and teachers were able to understand
in Table 1. This sampling method involves involves division (stratification) of the population on some specific
and make logical sense of the statements. Students were required to rate each question from 0 (not having the
characteristics and then using simple random sampling to guarantee the sample will include specific
element at all) to 10 (with full confidence that he/she possesses the prescribed element). All the subject teachers
characteristics required in the research ((C Cr esw ell , 2
20
0 12) . AAss tto
o een
nsu re the sample is representative of the
of the students (respondents) were also requested to rate their students’ actu alization of fifteen elements of the
population, two different types of school school are selected,
selected, government secondary schools and private secondary
NEP from 0 to 10, thereby to investigate whether there is any difference between teacher and student
schools.
perspectives. A ratio scale is adopted instead of the commonly used Likert scale, anticipating more adequate and
in-depth rating than just merely asking the level of agreement to identify the actualization of the NEP. The
similar ratio scale also has been used by Lewy (1978) to rate the level of performance in curriculum evaluation.
The questionnaires were pilot tested with a Cronbach’s 60 Alpha reliability coefficient value of 0.96 and 0.98
respectively for teacher and student instruments.
Stratified sampling method was adopted as the sample is stratified on some specific characteristics as tabulated
in Table 1. This sampling method involves division (stratification) of the population on some specific
characteristics and then using simple random sampling to guarantee the sample will include specific
characteristics required in the research (Cr esw ell , 20 12) . As to e nsu re the sample is representative of the
population, two different types of school are selected, government secondary schools and private secondary
schools.

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Table 1. Selection criteria for secondary school

Name of Schools Selection Criteria
Government Secondary School
SM Sains Kuching Full residential
residential school with excellent academic
result, 100% passing in SPM (Zoee, 2011)
SMK St. Joseph Public school established for more than 100 years
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(boy’s school)
SMK Tabuan Jaya New sports school in Kuching
Private Secondary School
Table 1. Selection criteria for secondary school
Chung Hua Middle School No.1
Name of Schools Independent Chinese middle
Selection school using Dong
Criteria
Xia curricula
Government Secondary School
Sunny Hill School Religiouss school using national curricula
Religiou
SM Sains Kuching Full residential school with excellent academic
result, 100% passing in SPM (Zoee, 2011)
After schools have been determined,
determined, the sample size of students was designated by adopting Sampling Error
SMK St. Joseph Public school established for more than 100 years
Formula created by Fowler (as cited in Creswell, 2012, p. 610). The Fo Fo rmula is suitable to be used when the the
actual amount of the population (boy’s school)
population is unknown. Ministry of Education only published the
the total number of students
in government
SMK Tabuansecondary
Jaya schools,
schools, with a total of 47,284 New
students as school
sports at 2011in(Ministry
(Mi nistry of Education Malaysia,
Kuching
2011). However, the actual amount
amount of FormPrivate
4 students is unknown.
Secondary School Besides, there is no published
published statistics on
private secondary schools. Hence, Fo Fo wler’s Sample Size Table was used used in view that the information about
about the
Chungsize
population Hua Middle
was School No.1
limited. Independent Chinese middle school using Dong
With 95% confidence interval, low sampling
sampling error rate of 4%Xia(Creswell,
curricula 2012) and 10% chances to participate in
Sunnythe
this study; HillSampling
School Error Formula Religiou
Formula indicated the suitable s school
sample size using national
was 200 curricula
student respondents. As for
teacher, the sample size was all the subject teachers who teach the student respondents. Overall, Overall, the collected
sampling size for each school is presented in Table 2.
After schools have been determined, the sample size of students was designated by adopting Sampling Error
Formula created by Fowler (as cited in Creswell, 2012, p. 610). The Fo rmula is suitable to be used when the
actual 2.
Table amount of the of
Distribution population is unknown.
respondents schoolsMinistry of Education only published the total number of students
by schools
in government secondary schools, with a total of 47,284 students as at 2011 (Ministry of Education Malaysia,
2011).School No. of Teacher
However, the actual amount of Form 4 students %
is unknown. Besides, No. ofis Student
there %
no published statistics on
private secondary
Chung schools.
Hua Middle Hence,
School Fo wler’s Sample Size
No.3 4 Table was use 8.8d in view that42the information about the
22.7
population
Sunnysize
Hillwas limited. School
Secondary 7 15.6 15 8.1
With 95% confidence
SM Sains Kuchinginterval, low sampling error rate9of 4% (Creswell,
20.02012) and 10%
45 chances to participate
24. 3 in
this study; the Sampling Error Formula indicated the suitable sample size was 200 student respondents. As for
SMK St Joseph 18 40.0 56 30. 3
teacher, the sample size was all the subject teachers who teach the student respondents. Overall, the collected
SMK
sampling Tabuan
size Jayaschool is presented in Table 2. 7
for each 15.6 27 14.6
Total 45 100.0 185 100.0
Table 2. Distribution of respondents by schools
All data in this research were analyzed by using “Statistical
“Statistical Package for Social Sciences
Sciences (SPSS). Section A and
School No. of Teacher % No. of Student %
B which comprised the background information on respondents and knowledge about the NEP respectively were
Chung
analyzed Hua Middle
by using School
descriptive No.3
approach, in the forms of4frequency and8.8
approach, percentage. 42 22.7
Data Sunny Hill Secondary
in Section School according
C were analyzed 7
according to the research 15.6 which the 15
objectives, 8.1
level of actualization was
categorized intoKuching
SM Sains low, moderate and high actualization by
9 setting class20.0
interval. 45 24. 3
SMK St Joseph 18  Lowest Value
Highest Value 40.0 10  0 56 30. 3
Class Interval    3.33
SMK Tabuan Jaya Number7 of classes 15.6 3 27 14.6
With Total
a scale of 0-10, the highest value is 10 whereas the 45 lowest value 100.0 185 of interval
is 0. The numbers 100.0 were
interval classes
set to three, which comprised
comprised low, moderate and high actualization. With reference to the above formula, the
width of in
All data class
thisinterval
researchis were
rounded up to 3.3.
analyzed Hence,
by using thetistical
“Sta overallPackage
class interval is asSc
for Social presented in Table
TableSection
iences (SPSS). 3. A and
B which comprised the background information on respondents and knowledge about the NEP respectively were
analyzed by using descriptive approach, in the forms of frequency and percentage.
  the
Data in Section C were analyzed according  to the research objectives,which  level of actualization was
categorized into low, moderate and high actualization by setting class interval.
61
Highest Value Lowest Value 10 0
Class Interval 3.33
Number of classes 3
With a scale of 0-10, the highest value is 10 whereas the lowest value is 0. The numbers of interval classes were
set to three, which comprised low, moderate and high actualization. With reference to the above formula, the
width of class interval is rounded up to 3.3. Hence, the overall class interval is as presented in Table 3.

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Table 3. Class interval for the level of actualization of the NEP

Class Interval Lower Real Limit Upper Real Limit Level of Actualization of
(mean scores) the NEP
0 ≤ x ≤ 3.3 0.0 3.35 Low actualization
3.4 ≤ x ≤ 6.7 3.35 6.75 Moderate actualization
6.8 ≤ x ≤ 10 6.75 10.0 High actualization
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An Independent-measures t-test was used to test hypotheses H01 and H02. More specifically, the mean mean score of
each questionnaire was used for hypothesis testing.
Table 3. Class interval for the level of actualization of the NEP
4. Findings and Discussion
Class Interval Lower Real Limit Upper Real Limit Level of Actualization of
Overall, the ≤analysis
≤ yielded that 97.8% of teacher respondents
respondents who had already heard about the NEP say that
they knew(mean scores) of the NEP. A total of 53.3% of teachers were very appreciative ofthe
the content theNEP
existing elements
≤ ≤
of the NEP,0 whereas
x 3.3 40% of them moderately
0.0 appreciated the3.35
existing elements ofLowtheactualization
NEP. More than half
≤ teacher
(52.2%) of3.4the ≤
x 6.7 respondents
respondents indicated
3.35 that they were never
ne6.75
ver trained
trained to deliver the NEP.
Moderate As for students,
actualization
only 28.1% had ever heard about the NEP, 15.1% knew the general 01 02
content of the NEP, and 12.4% knew the
6.8 xof the
specific content 10 NEP. Majority of6.75 10.0
the students (50.3%) moderately appreciatedHigh actualization
the existing of the NEP.
4.1 Level of Actualization of the NEP in Secondary
Secondary Schools Based on Student Perspectives
Perspectives
An Independent-measures t-test was used to test hypotheses H and H . More specifically, the mean score of
With reference to the results tabulated in Table 4, majority of the students
students (77.3%) claimed that the level of
each questionnaire was used for hypothesis testing.
actualization of the NEP was high in their lives, whereas 22.2% perceivedperceived the level of actualization
actualization was
4. Findings
moderate as and Discussion
presented in Table 4. Only 0.5% of students perceived the NEP had been lowly actualized.
Overall, the analysis yielded that 97.8% of teacher respondents who had already heard about the NEP say that
they knew the content of the NEP. A total of 53.3% of teachers were very appreciative of the existing elements
Table 4. The level of actualization of the NEP in secondary schools
schools based on student perspectives
of the NEP, whereas 40% of them moderately appreciated the existing elements of the NEP. More than half
(52.2%) of Class
the teacher respondents indicated
Interval that they were never
Private trained to deliver the NEP.
Government As for students,
Total
only 28.1%(mean
had ever heard about theFNEP, 15.1%%knew the general
scores) F content%of the NEP, F and 12.4%%knew the
specific content of the NEP. Majority of the students (50.3%) moderately appreciated the existing of the NEP.
0 ≤ x ≤ 3.3 1 1.8 0 0 1 0.5
4.1 Level of Actualization of the NEP in Secondary Schools Based on Student Perspectives
3.4 ≤ x ≤ 6.7 21 36.8 20 15.6
15.6 41 22.2
With reference to the results tabulated in Table 4, majority of the students (77.3%) claimed that the level of
6.8 ≤ x ≤ 10 35 61.4 108
108 84.4 143 77.3
actualization of the NEP was high in their lives, whereas 22.2% perceived the level of actualization was
Total in Table 4. Only
moderate as presented 570.5% of students
100 perceived
128 the NEP 100 185 actualized.
had been lowly 100

Overall, the mean

Table 4. The score
level of that ratedofbythethe
actualization students
NEP is 7.67 sch
in secondary outools
of 10. The
based ondetails
studentofperspectives
data for each element are
presented in Table 5.
Class Interval Private Government Total
≤ ≤
(mean scores) F % F % F %
≤ ≤
0 x 3.3 1 1.8 0 0 1 0.5
≤ ≤
3.4 x 6.7 21 36.8 20 15.6 41 22.2
6.8 x 10 35 61.4 108 84.4 143 77.3
Total 57 100 128 100 185 100

Overall, the mean score that rated by the students is 7.67 out of 10. The details of data for each element are
presented in Table 5.

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Table 5. Student perspectives on actualization

actualization of the NEP on students in private and government secondary
schools
Private Government
Element of the NEP
mean min max mean min max
1) Education is an on-going effort 6.88 0.00 10.0 7.43 0.67 10.0
2) Developing the potential of individual 6.77 0.20 10.0 7.38 1.00 10.0
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3) Develop the potential in a holistic and integrated 7.15 1.67 10.0 7.63 3.00 10.0
manner
4) 5. A
Table balanced
Student and harmonious
perspectives on actindividual 6.98
ualization of the NEP on 3.11in private
students 10.0 and 7.50 3.78 secondary
government 9.89
schools
5) Intellectual element 7.20 2.33 10.0 8.32 3.67 10.0
6) Spiritual element 7.00 1.00
Private 10.0 8.88Government
1.71 10.0
Element of the NEP
7) Emotional element 7.41 2.17 10.0 7.84 3.00
mean min max mean min 10.0
max
8)
1) Physical
Educationelement
is an on-going effort 7.06
6.88 1.33
0.00 10.0
10.0 7.18
7.43 2.33 10.0
0.67 10.0
10.0
9)
2) Firm
Developing in
belief theand devotion
potential of to God
individual 6.85
6.77 2.43
0.20 10.0
10.0 8.82
7.38 0.43 10.0
1.00 10.0
10) Malaysian citizens who are knowledgeable 7.23 0.00 10.0 7.58 0.00 10.0
3) Develop the potential in a holistic and integrated 7.15 1.67 10.0 7.63 3.00 10.0
11) Malaysian citizens who are competent 7.23 0.00 10.0 7.55
7.55 1.75 10.0
manner
12)
4) AMalaysian
balancedcitizens who possess
and harmonious high moral
individual 7.76
6.98 2.60
3.11 10.0
10.0 8.37
7.50 3.00 9.89
3.78 10.0

5) standards element
Intellectual 7.20 2.33 10.0 8.32 3.67 10.0
13)
6) Malaysian citizens who are responsible
Spiritual element responsible 7.21
7.00 0.50
1.00 10.0
10.0 7.85
8.88 2.33
1.71 10.0
10.0
14) Malaysian citizens who are
are capable of achieving 7.45 2.0 10.0 7.92 3.33 10.0
7) Emotional element 7.41 2.17 10.0 7.84 3.00 10.0
a high level of personal well-being
8) Physical element 7.06 1.33 10.0 7.18 2.33 10.0
15) Malaysian
9) Firm beliefcitizens who are able
in and devotion to contribute to
to God 6.95
6.85 1.11
2.43 10.0
10.0 7.72
8.82 1.56 10.0
0.43 10.0
the betterment
10) Malaysian of the
citizens whofamily, society and the
are knowledgeable 7.23 0.00 10.0 7.58 0.00 10.0
nation
11) Malaysian citizens who are competent 7.23 0.00 10.0 7.55 1.75 10.0
12) Malaysian citizens who possess high moral 7.76 2.60 10.0 8.37 3.00 10.0
With reference to Table 5, the perspective
perspective of students on the actualization of the NEP
NEP was quite similar between
standards
private and secondary schools, where students in both gov gov
overnment
ernment and private schools claimed that the element
“Malaysian citizens citizens
13) Malaysian who are
who possess responsibl
high e
moral standards”
moral was 7.21 0.50
one of the 10.0elements
top three 7.85possessed
elements 2.33 10.0
by them.
95.7%
14) ofMalaysian
the students werewho
citizens Muslim
Muslims, s, Christian
are capable and Buddhist;
of achieving 7.45 hence2.0possessing
possessing
10.0 high7.92moral3.33standard
10.0 was
anticipated. Pragmatic moral va
values
lues are the
a high level of personal well-being heart of teaching of Buddhi
Buddhism
sm,
sm , Christianity and Islam.
Is lam. Sang (2008)
also indicated that education system in Malaysia is influenced by the western western (Christianity), eastern
15) Malaysian
(Confucianism) and citizens who are able to contribute to
Islamic philosophy. 6.95 1.11 10.0 7.72 1.56 10.0
the betterment
From student of the
perspectives, thefamily,
elementssociety
least and the
possessed by them were “Developing the potential of individual”
nation is an on-going effort”.
and “Education effort”. In Malaysia, the national examination
examination system and School-based
School-based
Assessments or Pentaksiran Berasaskan Sekolah (PBS) mostly assesses the intellectual intellectual element of students and
not emotional, spiritual and physical aspects. Therefore, the perspectives of students about absence of
With reference to Table 5, the perspective of students on the actualization of the NEP was quite similar between
well-planned program to develop their potential
potential were aligned
aligned with the current trend of education system in
private and secondary schools, where students in both government and private schools claimed that the element
Malaysia. Habsah and Aminuddin (2009) indicated transmi transmi
nsmission
ssion of the NEP’s core values across the curriculum
“Malaysian citizens who possess high moral standards” was one of the top three elements possessed by them.
are not evaluated in examinations. For “Education is an on-going effort”, students in private schools perceived
95.7% of the students were Muslims, Christian and Buddhist; hence possessing high moral standard was
they were lacking in putting
putting on-going effort in learning,
learning, whereas students in government
government secondary schools
anticipated. Pragmatic moral values are the heart of teaching of Buddhism, Christianity and Is lam. Sang (2008)
claimed that they lacked in updating themselves with the latest knowledge to accommodate with changes in the
also indicated that education system in Malaysia is influenced by the western (Christianity), eastern
world. These results were advocated by Lee et al. (2011) where many learners face problems in self-managing
(Confucianism) and Islamic philosophy.
their learning.
From student perspectives, the elements least possessed by them were “Developing the potential of individual”
4.2 Level of Actualization of the NEP in Secondary
Secondary Schools Based on Teacher Perspectives
and “Education is an on-going effort”. In Malaysia, the national examination system and School-based
The analysis revealed
Assessments that majority
or Pentaksiran of theSekolah
Berasaskan teachers(PBS)
(64.4%) proclaimed
proclaimed
mostly assessesthat
thethe level
intell of actualization
ectual of the NEP
element of students and
on
nottheir students spiritual
emotional, was high,andwhereas 35.6%aspects.
physical perceived the level the
Therefore, of actualization
perspectiveswasof moderate.
students Furthermore,
about absence none
of
of the teacher program
well-planned perceivedtothedevelop
NEP was lowly
their actualized
potential wereinali
their
gnedstudents.
with theTable 6 depicts
current trendthe
of details.
education system in
Malaysia. Habsah and Aminuddin (2009) indicated transmission of the NEP’s core values across the curriculum
are not evaluated in examinations. For “Education is an on-going effort”, students in private schools perceived
they were lacking in putting on-going effort in learning, 63 whereas students in government secondary schools
claimed that they lacked in updating themselves with the latest knowledge to accommodate with changes in the
world. These results were advocated by Lee et al. (2011) where many learners face problems in self-managing
their learning.
4.2 Level of Actualization of the NEP in Secondary Schools Based on Teacher Perspectives
The analysis revealed that majority of the teachers (64.4%) proclaimed that the level of actualization of the NEP
on their students was high, whereas 35.6% perceived the level of actualization was moderate. Furthermore, none
of the teacher perceived the NEP was lowly actualized in their students. Table 6 depicts the details.

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Table 6. The level of actualization of the NEP in secondary schools based on teacher perspectives
Class Interval Private Government Total
(mean scores) f % f % f %
0 ≤ x ≤ 3.3 0 0 0 0 0 0
3.4 ≤ x ≤ 6.7 4 36.4 12 35.3 16 35.6
6.8 ≤ x ≤ 10 7 63.6 22 64.7 29 64.4
www.ccsenet.org/ies International Education Studies Vol. 7, No. 4; 2014
Total 11 100 34 100 45 100

Overall, the mean

Table 6. The score
level of that rated of
actualization bythe
theNEP
teachers was observed
in secondary schoolsasbased
7.28 out of 10. perspectives
on teacher The details
details of data
data for each
element are presented in Table 7.
Class Interval Private Government Total
≤ ≤
(mean scores) f % f % f %
Table 7. Teacher
≤ perspectives
≤ on actualization of the NEP in private and government secondary school students
0 x 3.3 0 0 0 0 0 0
≤ ≤ Private Government
Element3.4 x NEP
of the 6.7 4 36.4 12 35.3 16 35.6
6.8 x 10 7 63.6 mean
22 min64.7 max mean
29 min64.4max
1) Education
Totalis an on-going effort
11 100 6.27
34 3.67 1007. 33 6.69
45 3.67 1009.33
2) Developing the potential of individual 6.55 4.00 8.80 7.28 3.60 9.60
3) the
Overall, Develop
mean the potential
score in a by
that rated holistic and integrated
the teachers 6.97as 7.28
was observed 4.00
out of 8.00
10. The 7.42
details of4.33 9.33
data for each
element are presented in Table 7.
manner
4) A balanced and harmonious individual 6.77 4.00 8.56 7.38 4.89 9.44
Table
5) 7. Teacher perspectives
Intellectual element on actualization of the NEP in private
6.81 and4.44
government
8.33 secondary
7.27 school
4.22 students
9.78
6) Spiritual element 6.96 3.86
Private 8.86 7.45Government
3.57 10.0
Element of the NEP
7) Emotional element 7.23 4.33 9.00 7.22 4.67
mean min max mean min 10.0
max
8) Physical element 7.06 4.33 9.00 7.64 4.67 10.0
1) Education is an on-going effort 6.27 3.67 7. 33 6.69 3.67 9.33
9) Firm belief in and devotion to God 6.96 4.29 9.14 7.75 2.14 10.0
2) Developing the potential of individual 6.55 4.00 8.80 7.28 3.60 9.60
10)
3) Malaysian
Develop thecitizens who
potential in are knowledgeab
knowledgeable
a holistic le
and integrated 6.55
6.97 3.27
4.00 8.
8.00
00
8.00 6.84
7.42 2.67
4.33 10.0
9.33
11) Malaysian
manner citizens who are competent
competent 6.57 3.25 8.25
8.25 7.08 4.0 10.0
12) Malaysian citizens who possess high moral
4) A balanced and harmonious individual 7.07
6.77 4.00
4.00 8.60
8.56 7.68
7.38 4.0
4.89 10.0
9.44
standards
5) Intellectual element 6.81 4.44 8.33 7.27 4.22 9.78
13) Malaysian citizens who are responsible
responsible 6.82 5.00 8.00 7.47 4.67 10.0
6) Spiritual element 6.96 3.86 8.86 7.45 3.57 10.0
14)
7) Malaysian citizens
Emotional element who are
are capable of achieving 6.79
7.23 4.00
4.33 8.00
9.00 7.45
7.22 5.00
4.67 10.0
10.0
8) a high level
Physical of personal well-being
element 7.06 4.33 9.00 7.64 4.67 10.0
15)
9) Malaysian
Firm beliefcitizens who are able
in and devotion to contribute to
to God 6.90
6.96 4.11
4.29 8.44
9.14 7.61
7.75 5.11
2.14 10.0
10.0
the betterment of the family, society and the
10) Malaysian citizens who are knowledgeable 6.55 3.27 8.00 6.84 2.67 10.0
nation
11) Malaysian citizens who are competent 6.57 3.25 8.25 7.08 4.0 10.0
12) Malaysian citizens who possess high moral 7.07 4.00 8.60 7.68 4.0 10.0
With reference to Table 7, the perspective of students
students on the actualization of the NEP
NEP were quite similar, where
standards
teachers in both government and private
private schools proclaimed that the element
element “Malaysian
“Malaysi an citizens who possess
13) Malaysian
high moral standards”citizens whoofare
was one theresponsibl
top threee elements possesse
6.82d by5.00
possessed 8.00 This
their students. 7.47perspective
4.67 was 10.0also
aligned with student perspectives.
14) Malaysian citizens who are capable of achieving 6.79 4.00 8.00 7.45 5.00 10.0
Furthermore, teachers
a high level ofinpersonal
both private and government schools perceived
well-being perceived their students least possessed the
elements “Educationcitizens
15) Malaysian is an on-going effort”
effort”
who are able and “Malaysian
to contribute to citizens
6.90 who 4.11are
are knowledgeable”.
8.44 7.61 This5.11perspective
10.0
was also similar with student perspectives.
perspectives. Teachers perceived their students
students were lacking in the aspect of
the betterment of the family,
“Update himself/herself with the latest society and the
latest knowledge to accommodate with the the changes in world” and “love to
nation
read”. This perspective was coincided
coincided with the fact that academic is highly
highly emphasized
emphasized than other aspects.

With reference to Table 7, the perspective of students on the actualization of the NEP were quite similar, where
64
teachers in both government and private schools proclaimed that the element “Malaysi an citizens who possess
high moral standards” was one of the top three elements possessed by their students. This perspective was also
aligned with student perspectives.
Furthermore, teachers in both private and government schools perceived their students least possessed the
elements “Education is an on-going effort” and “Malaysian citizens who are knowledgeable”. This perspective
was also similar with student perspectives. Teachers perceived their students were lacking in the aspect of
“Update himself/herself with the latest knowledge to accommodate with the changes in world” and “love to
read”. This perspective was coincided with the fact that academic is highly emphasized than other aspects.

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4.3 Differences between Student and Teacher Perspectives

Perspectives on the Actualization of the NEP
With reference to Table 8, the obtained
obtained significance value was more than 0.05, hence failed to reject the null
hypothesis 1, with the findings that student and teacher teacher perspectives for the actualization of the NEP in
secondary school students did not differ. Theref Theref ore, it can be concluded that there was no difference between
student and teacher perspectives on the actualization
actualization of the NEP in secondary school students. Students
perceived themselves to possessing a 76.7% of the prescribed elements of the NEP. The mean score for teacher teacher s
was lower than their students; teachers perceived their students possessed 72.8% of the prescribed elements.
Even though there
www.ccsenet.or g/ies was a gap of knowledge
knowledge about theEdu
International NEP between
cation Studiesstudents and teachers, with Vol.97.8%
7, No. of the
4; 2014
teachers knew the content of the NEP whereas only 15.1% of students knew the the content of the NEP, however,
the results for Hypothesis 1 indicated that student perspectives
perspectives were not affected by the gap. Students’ lack of
comprehensive understanding of the NEP content could have led to discrepancy discrepancy in their results pertaining to
4.3 Differences between Student and Teacher Perspectives on the Actualization of the NEP
NEP actualization.
With reference to Table 8, the obtained significance value was more than 0.05, hence failed to reject the null
hypothesis 1, with the findings that student and teacher perspectives for the actualization of the NEP in
Table 8. Results
secondary schoolofstudents
independent-sample
did not differ.t-test
t-test forf ore,
There teacher andbe
it can student perspectives
concluded that there was no difference between
student and teacher perspectives
Actualization of the NEP on the actualizati
N on of
Mean the NEP in
SD secondarydf school t students. Sig.
Students
perceived themselves to possessing a 76.7% of the prescribed elements of the NEP. The mean score for teacher s
wasTeachers’
lower than their students; teachers perceived
Perspectives 45 their 7.28
students possessed
1.24 72.8% 228of the-1.68
prescribed0.46*
elements.
Even though there was a gap of knowledge about the NEP between students and teachers, with 97.8% of the
Students’
teachers knewPerspectives
the content of the NEP whereas 185only 15.1% 7.67of students 1.43
knew the content of the NEP, however,
the results
*p<0.05. for Hypothesis 1 indicated that student perspec tives were not affected by the gap. Students’ lack of
comprehensive understanding of the NEP content could have led to discrepancy in their results pertaining to
NEP actualization.
4.4 Differences between Level of the Actualization for the NEP in Government and Private Secondary Seconda ry School
Students
Table 8. Results of independent-sample t-test for teacher and student perspectives
With reference to Table 9, the obtained significance value value was less than 0.05, hencehence the null hypothesis 2 was
Actualization
rejected, with the of the NEP
finding that the level N
level of the actualization Meanfor the NEPSD df secondary
in government schoolSig.
t school students
and the level of actualization for the NEP
NEP in private secondary school students students did differ significantly. Hence, it
can Teachers’ Perspectives
be concluded 45
that there was difference between 7.28
leve
level 1.24 for NEP
l of actualization
actualization 228 in government
-1.68 0.46*
and private
secondary school
Students’ students. The mean score185
Perspectives for level of 7.67actualization
1.43of the NEP in government secondary
schools was higher than the mean score in private secondary secondary schools. Given the average score, teachers and
*p<0.05.
students in government schools perceived the level of actualization of the NEP was high (78.1%) whereas
teachers and students in private schools
schools rated as 70.7% of actualization.
4.4 Differences between Level of the Actualization for the NEP in Government and Private Seconda ry School
Students
Table 9. Results of independent-sample t-test for actualization
actualization of the NEP in government
government and private secondary
schools
With reference to Table 9, the obtained significance value was less than 0.05, hence the null hypothesis 2 was
rejected,
Levelwith the finding that
of Actualization in the level of theNactualization
Mean for the NEP SDin government
df secondary
t school Sig.
students
and the level of actualization for the NEP in private secondary school students did differ significantly. Hence, it
can Government
be concludedschools
that there was difference162between leve l of actualization
7.81 1.23 for NEP 228in government
3.80 and private
0.01*
secondary school students. The mean score for level of actualization of the NEP in government secondary
Private
schools wasschools
higher than the mean score in68private seco 7.07
ndary schools. 1.63
Given the average score, teachers and
students in government schools perceived the level of actualization of the NEP was high (78.1%) whereas
*p<0.05.
teachers and students in private schools rated as 70.7% of actualization.

Overall, the major difference prevailed in the results was discrepancy in the actualization
actualization of “Firm belief and
Table 9. Results
devotion to God”,ofwhere
independent-sample t-testsecondary
students in private for actualization
schools of the NEP
claimed theyinleast
goverpossessed
nment and(6.85
private
out secondary
of 10) the
schools
element whereas it was most possessed in government government secondary schools (8.78 out of 10). Besides, the
“Emotional
Level of element” was inof the highest and
Actualization N third highest
highe
Mean st as rated bySD teachers and
df studentst respectively
Sig. in
private schools. However, the mean score for “Emotional elem elem
ement”
ent” was of fourth lowest and seventh highest as
ratedGovernment
by teachers schools
and students in government 162 schools. 7.81 1.23 228 3.80 0.01*
5. Recommendations
Private schools and Conclusion 68 7.07 1.63
The results indicated the level of actualization
actualization of the NEP in secondary schools were reasonably
reasonably high as rated by
*p<0.05.
the students and teachers respectively. There is still room for improvement. The major absence across across the NEP
elements was found in “Developing
“Developing the potential of individual” according to student perspectives and
“Education
Overall, theismajor
an on-going effort”
effort”
difference with reference
prevailed to bothwas
in the results student and teacher
teacher
discrepancy perspectives.
in the Therefore,
actualization of “Firmteachers are
belief and
devotion to God”, where students in private secondary schools claimed they least possessed (6.85 out of 10) the
element whereas it was most possessed in government 65 secondary schools (8.78 out of 10). Besides, the
“Emotional element” was of the highest and third highest as rated by teachers and students respectively in
private schools. However, the mean score for “Emotional element” was of fourth lowest and seventh highest as
rated by teachers and students in government schools.
5. Recommendations and Conclusion
The results indicated the level of actualization of the NEP in secondary schools were reasonably high as rated by
the students and teachers respectively. There is still room for improvement. The major absence across the NEP
elements was found in “Developing the potential of individual” according to student perspectives and
“Education is an on-going effort” with reference to both student and teacher perspectives. Therefore, teachers are
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encouraged to extend their focus on academic holistic development, which also includes other elements of the
NEP. This shift of focus requires support from school, parents,
parents, community
community and the Ministry of Education, that
they all subscribe to one common goal enshrined by the NEP. Besides, students
students are encouraged to take initiative
to discuss with teachers and parents in order to work out a mutual agreeable program
program to further
further develop their
potential in a holistic and integrated manner. In order to promote lifelong learning, students can can take the
initiative to update themselves with the latest knowledge to accommodate with changes changes in the world. These
require facilitation from teachers. However,
However, how these finding reflect the reality
reality need further qualitative in-depth
inquiries.
www.ccsenet.org/ies International Education Studies Vol. 7, No. 4; 2014
The findings reached the conclusion that students in both government government and private private secondary schools
significantly differ on the level of NEP actualization scale across the sampled schools. This calls for the Ministry
of Education to look into organizing NEP related training programs meant especially for teachers in private
encouraged to extend their focus on academic holistic development, which also includes other elements of the
schools.
NEP. This shift of focus requires support from school, parents, community and the Ministry of Education, that
Despite the encouraging
they all subscribe to one findings,
common the goallimitations
limit ations of
enshrined bythe
thecurrent study need
NEP. Besides, studeto nts
be are
addressed in thetoscope
encouraged scop
takee initiative
of future
research.
to discussThis
withresearch,
teachers first, was confined
and parents in order to to
pr ivate
private
workandout government secondary
a mutual agreeable schools
progra m toinfurthe
Kuching, Sarawak.
r develop their
This means
potential in that furtherand
a holistic studies need tomanner.
integrated be conducted
conducte d in other
In order states of
to promote Malaysia
lifelong so as students
learning, to provide
prov ide canantake
overall
the
picture
initiativeonto the actualization
update themselvesofwiththe the
the NEPlatest
in Malaysia.
knowledgeSecond, the questionnaire
to accommodate questionnaire
with changeon sthein actualization
the world. These was
developed based onfrom
require facilitation the guideline from ther, Ministry
teachers. Howeve how these of finding
Education
Education Malaysia,
reflect rather
the reality needthan usingqualitative
further a standardin-depth
survey
questionnaire.
inquiries. Thus, future studies shouldshould validate the factor structure and psychometricpsychometric properties of the NEP
scales.
The findings reached the conclusion that students in both government and private secondary schools
Given the findings
significantly differ onandthe
conclusions,
level of NEP theactualization
the study suggests that
scale the developers
across the sampledofschools.
NEP, the auth
authorities
This orities
calls for who prepare
the Ministry
the curriculum,topersons
of Education look into who are implementing
implem
organizing enting
NEP the curriculum
related work together
training programs toge ther to
meant ensure that
especially forthe nation in
teachers is able
privateto
achieve
schools. the prescribed element of the NEP. The NEP provides the fundamental guideline for the questions of (i)
What type of citizen Malaysia wants to produce?, (ii) What type of Malaysia, Malaysia, its citizen would like to live in?,
Despite the encouraging findings, the limitations of the current study need to be addressed in the scop e of future
(iii) What values Malaysians would cherish?, and (iv) What are the logical relation between all these?. The
research. This research, first, was confined to pr ivate and government secondary schools in Kuching, Sarawak.
findings also suggest that the Ministry Ministry of Education introduce enhancement enhancement workshops for school teachers,
This means that further studies need to be conducted in other states of Malaysia so as to prov ide an overall
especially those in private schools, so that they are better enabled to inculcate NEP across their teaching
picture on the actualization of the NEP in Malaysia. Second, the questionnaire on the actualization was
practices.
developed based on the guideline from the Ministry of Education Malaysia, rather than using a standard survey
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perspectives" and in "'education is an ongoing
effort' with reference to both student and teacher
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