Student Attitude and Behaviour in The Implementation of Dual Language Programme for Science Subjects in Primary Schools

Abstract

Dual Language Programme (DLP) is under the Malaysian Education Ministry's ‘Memartabatkan Bahasa Malaysia, Memperkukuhkan Bahasa Inggeris’ (MBMMBI) Policy. In 2016, it was implemented as a pilot program involving 300 schools in primary and secondary schools. Research on student attitudes and behavior toward science subjects in dual language programs is significant for understanding the effectiveness of such programs in promoting science learning among bilingual students. This study aimed to identify the level of attitude and behavior of DLP primary school students towards science subjects and to examine gender differences in the attitude and behavior of DLP students towards science subjects. A quantitative approach is used with a survey design. A total of 259 respondents answered this questionnaire. The respondents were year five students in the Seremban district of Negeri Sembilan. The study was analyzed using IBM SPSS Statistics 27.0 software. Descriptive analysis tests were used to examine the level of attitude and behavior of DLP students toward science subjects, and an Independent Samples t-test was used to investigate gender differences. The data showed that the minimum score for DLP students' attitudes toward science subjects was average, and the minimum score for DLP students' behavior toward science subjects was average. The findings of the t-test analysis showed no significant difference between male and female scores in the attitude and behavior constructs of students toward science subjects. All parties need to unite, contribute ideas, and work together to support the government's efforts in realizing the DLP program to produce students with various skills and competitiveness on a global level. The results are important for the stakeholders to provide intervention and improve programs to support students to undergo the program. Further research is needed to explore how different instructional approaches, curriculum designs, and contextual factors influence students' experiences and outcomes in dual language programs.