The Effectiveness of Combined Science Classes in Malaysian Tamil Vernacular Schools: A Systematic Literature Review

Authors

  • Yugeswaran Puspanathan Faculty of Education, Universiti Kebangsaan Malaysia
  • Siti Nur Diyana Mahmud Faculty of Education, Universiti Kebangsaan Malaysia

Keywords:

Combined Classes, Science Education, Vernacular Schools, Peer Mentoring, Digital Differentiation, Inquiry-Based Learning, Teacher Workload, Educational Equity, Malaysia

Abstract

This systematic literature review examines the effectiveness of combined Science classes at Malaysian Tamil Vernacular Schools. In response to limited teacher availability and resource constraints, combined classes aim to deliver Science education across multi-grade levels simultaneously. Drawing on 34 empirical studies published between 2019 and 2024, this review analyzes key teaching strategies, teacher challenges, and student outcomes. Strategies such as digital differentiation, peer mentoring, and inquiry-based learning show promise, though challenges persist, particularly around curriculum misalignment and teacher workload. Research gaps highlight the need for longitudinal data, rural context representation, and exploration of emerging technologies and parental involvement. The findings inform policy and practice for equitable and effective Science instruction in vernacular schools.

Downloads

Published

2025-10-04

How to Cite

Puspanathan, Y., & Mahmud, S. N. D. (2025). The Effectiveness of Combined Science Classes in Malaysian Tamil Vernacular Schools: A Systematic Literature Review . International Journal of Academic Research in Progressive Education and Development, 14(4), 374–395. Retrieved from https://ijarped.com/index.php/journal/article/view/3863

Issue

Vol. 14 No. 4 (2025): Volume 14, Issue 4 (2025)

Section

Articles