ETEMS : the implications on learners

Abstract

The ETeMS (or English for Teaching Mathematics and Science) was introduced to enhance the English language skills of our learners. The move has however created much debate as non-proficient learners are said to be affected by this regulation as they are said to have fared badly in Mathematics and Science, since the two subjects are now taught in English. Following this issue, the Education Minister has announced that a decision will be made in 2008 as to whether the policy would continue. This research was undertaken to determine how Form Four learners of a boarding school, view this issue. The main objective of the research is to find out if the learners’ performance in Mathematics and Science had improved or deteriorated as a consequence of having to learn the subjects in English. The second objective is to determine if the learners’ proficiency of English language was enhanced as a result of the greater exposure to the English language. The challenges faced by the learners in learning Mathematics and Science in English are also reported in this paper. It is hoped that the findings of this study would help the authorities concerned, in one way or another, to make a decision on the policy pertaining to the use of English in teaching and learning Mathematics and Science.