Author(s)

Nithia Prathiba^1,2, Melor Md Yunus²

¹SK (Felda) Jengka 23, Temerloh, Malaysia.
²Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bandar Baru Bangi, Malaysia.

The Literacy, Numeracy and screening (LINUS LBI) 2.0, an intervention program was first implemented in 2013. It aimed to enhance the rate of English literacy among lower primary ESL learners. However, the number of non-achievers increased every year. The effectiveness of this program depends largely on the teachers, as they play a significant role in implementation. To a noteworthy extent, the teachers’ perception which covers the factors leads to the failure of this program will realize the dream of Ministry of Education. Thus, this study was embarked to investigate teacher’s perceptions on failure in achieving LBI KPI in grade B national schools in Temerloh District. A mixed method study was adopted to carry out this research with 80 teachers from 36 grade B national schools in Temerloh district. The participants were questioned on unavailability of resources, lack of training and support and other contributing factors. Questionnaire and individual interview were used to gather data. The overall findings of the study were that unavailability of resources and facilities, lack of training and support, pupils’ attendance, cooperation of stakeholders and pedagogical knowledge played a huge role in the failure in achievement of LBI KPI. The implication of the study is that Ministry needs to be made aware of these factors in order to reevaluate the program to be successfully implemented and to take into considerations of the factors for other programs implementation as well.

LINUS (LBI), Literacy Intervention Programme, KPI, Primary Level Pupils, Teachers’ Perception

Prathiba, N. and Yunus, M. (2019) Factors in Failure of Achieving LBI KPI: Teachers’ Perception. Creative Education, 10, 621-636. doi: 10.4236/ce.2019.103045.