THE 22.4% failure rate in SPM Mathematics is not just a number — it’s a national warning. This figure reflects deep-rooted issues in our education system that must be addressed through a systematic and coordinated approach.
This opinion is written in response to Scoop’s June 15 report highlighting UKM academic Dr Muhammad Sofwan Mahmud’s concerns about the implications of widespread failure in Mathematics and Malaysia’s declining performance on the global stage. I fully agree that the time for action is now.
To move forward, we must first understand the root causes behind this high failure rate. That means conducting comprehensive assessments involving students, teachers and parents. Surveys, interviews, and classroom observations can help us get a clearer picture of what’s really going on. At the same time, a detailed analysis of exam data is needed to pinpoint which topics or question types students are struggling with.
We also need to evaluate teaching methods. Are current strategies engaging and effective? Are students being given opportunities to truly understand concepts, or are they simply memorising steps? Another important factor is resource availability — whether students have access to quality textbooks, workbooks, and supplementary materials.
Just as crucial is looking into students’ attitudes and motivation. Why do so many fear or dislike Mathematics? What is causing the lack of confidence? These emotional and psychological barriers must be taken seriously. In addition, we need to review the curriculum and syllabus — is it appropriate, clear, and aligned with real-world needs and current assessment standards?
And let’s not forget the role of teachers. We need to examine if our educators are receiving enough training and pedagogical support, and whether they have the tools needed to teach Maths effectively. External factors such as socio-economic background, home environment, and even language barriers can also significantly affect learning outcomes.
Once we understand the problem, only then can we move to targeted solutions.
This includes a curriculum review and enhancement to ensure foundational skills are built progressively, and abstract concepts are introduced at the right stage. Teacher training and development must be prioritised, focusing on innovative, student-centred approaches to teaching Maths.
We must also introduce remedial and support programmes — whether through after-school tutoring, peer-learning groups, or structured intervention for students who are falling behind. Technology should be leveraged to make lessons more interactive and accessible, especially for visual and kinaesthetic learners.
Assessment and feedback should also be restructured. Regular formative assessments — rather than relying only on final exams — can help teachers track progress and adjust their teaching. Parental involvement matters too. Through workshops and better communication, we can equip parents to play a more active role in supporting their children’s learning journey.
To build motivation and confidence, we should use positive reinforcement, Maths contests, and recognition of effort, not just achievement. This creates a more encouraging environment for students.
We must also ensure that schools are equipped with the necessary resources — quality materials, sufficient teaching aids, and well-designed practice questions. And most importantly, there needs prioritise Mathematics education, allocate proper resources, and monitor progress closely.
In the long-term, we should integrate real-life applications into lessons so that Maths becomes relevant and meaningful. Establishing mentorship programmes that connect students with STEM professionals can help spark long-term interest. And we must practise data-driven decision making — regularly collecting and analysing data to improve strategies and outcomes.
Ultimately, improving our students’ Maths performance will not happen overnight. But with a clear, evidence-based approach that combines diagnosis with real solutions, we can begin to turn the tide.
It’s not just about passing an exam — it’s about safeguarding the future of our students and our nation. — June 16, 2025
Hamidi Mookkaiyah is the secretary of the Malaysian Association for Education (MAE)