PETALING JAYA: Bringing back the Ujian Pencapaian Sekolah Rendah (UPSR) and Pentaksiran Tingkatan Tiga (PT3), students say, can help them better focus and prepare for the Sijil Pelajaran Malaysia (SPM).
Deena (not her real name), 17, argued that reinstating these exams would enhance the quality of the country’s education system and motivate students to study harder.
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“It was a lot more difficult for me to revise for SPM after they abolished PT3.
“The PT3 is a good and easy way to assess the knowledge students gain from Form One to Form Three, just as UPSR does from Standards One to Six,” she said, adding that the grades of her juniors who did not sit for UPSR, as compared to those who did, were poor.
“The teachers in our school are also very worried as a number of Form One students aren’t able to communicate and understand Bahasa Melayu well. They also struggle with basic maths.
“If UPSR and PT3 were reinstated, it would better prepare students for SPM and their future studies, as they would learn to handle the pressure of major exams,” said Deena.
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Harvith (not his real name), 16, echoed these sentiments, saying that the two exams serve as much better benchmarks compared to the current Academic Session Final Test (UASA), which he said students view as “just another standard final exam”.
“Without UPSR and PT3, some students, especially the younger ones, may feel that studying is pointless. They might become bored and not take their studies seriously.
“I didn’t sit for PT3 and now as a science stream student, I’m struggling. The Form Four maths exam covers material from Forms One to Three, which makes it more difficult,” he said, adding that reinstating both exams would help students better prepare for SPM.
Nasya Mohd Nazrul, 17, admitted that the absence of PT3 led her to become complacent, thinking she had more time to study for SPM.
“Now that the SPM is near, I’m busy trying to revise so I can understand what’s being taught in class.
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“I’m happy to hear that the ministry may review the education policy regarding the scrapped UPSR and PT3, as I really don’t want anyone else to feel unprepared like I do,” she said.
On Sept 16, Education Minister Fadhlina Sidek reportedly said this issue may be brought to the Cabinet for discussion as part of educational reforms.
This follows comments from Deputy Prime Minister Datuk Seri Dr Ahmad Zahid Hamidi, who noted that UPSR and PT3 served as important benchmarks for student readiness before SPM.
The absence of major assessments for Standard Six and Form Three students needs to be addressed, he said, especially as 10,177 students did not sit for SPM last year due to reading, writing and arithmetic learning issues.
The UPSR, previously a Standard Six assessment, was abolished in 2021 while PT3 was scrapped the following year.
Malaysian Association for Education secretary Hamidi Mookkaiyah Abdullah remarked that students are currently stuck in limbo without major assessments like UPSR and PT3.
“Without these major exams, both parents and students lose focus. There are no effective means to gauge knowledge, allowing children to advance through the education system without genuine effort,” he explained.
Hamidi Mookkaiyah suggested that if implemented correctly, exam-oriented learning could still promote holistic development when integrated with the five essential components – physical, emotional, spiritual, intellectual and social, either separately or inclusively.
National Union of the Teaching Profession secretary-general Fouzi Singon, however, cautioned against focusing solely on exam-oriented learning, which could neglect holistic development.
“An overemphasis on academic achievements, measured by grades, can leave behind students who struggle.
“Even if UPSR and PT3 were reinstated, I doubt it would necessarily help students better prepare for SPM or take their education more seriously. In the past, many only started studying seriously at the last minute during their Form Five year,” he said.
To address these issues, he proposed using “action research” to tackle educational challenges, particularly by focusing on student mastery.
“This approach would enhance teacher professionalism to assist struggling students and positively impact national education,” he added.
