Exploring the Experiences and Challenges of Science Teachers in Implementing Practical Assessment in Malaysian Secondary Schools

Abstract

This study investigates Malaysian secondary school science teachers’ experiences and challenges in implementing the SPM Practical Test, a recently introduced component of the national science examination. Employing a qualitative case study design, semi-structured interviews were conducted with six science teachers from four different categories of government secondary schools in Selangor. The analysis revealed that teacher self-efficacy, access to laboratory resources, and the extent of prior professional development significantly shaped the implementation process. Teachers also reported key constraints, including limited laboratory facilities, insufficient student readiness for independent experimentation, and time limitations within the school timetable. These findings highlight the gap between policy aspirations and classroom realities, particularly in the context of fostering practical scientific competencies. This study offers a novel contribution by examining Malaysian secondary science teachers’ lived experiences in implementing the SPM Practical Test, integrating perspectives on self-efficacy, resource readiness, and pedagogical adaptation to inform more contextually grounded assessment reforms.