Scoring Higher Grades at ‘O’ Level Exam Through N-Theory Strategy


  • Samikkanu Jabamoney s/o Ishak Samuel Associate Professor in Tamil Language Programme, Sultan Idris Education University, Malaysia.



‘O’ level exam, ’N’ theory, pre-test, post-test.


The pursuit of Education is important to the overall development of an individual. It is attained in different stages. The stages differ according to the learners’ age and goal. Usually, students undergo different learning stages. It begins at the kindergarten (pre-school), and continues into the primary school (elementary), secondary school (high), college and finally the university. Teaching and learning is the main aspect in education. Usually, a classroom consists of five levels of students according to their competence. They are excellent, potential excellent, medium, potential medium and critical level students. All these students have to face the ‘O’ level examination which is essential in Malaysia. It determines the students’ bright future. It is conducted by the Malaysian Examination Syndicate. Students find it difficult to score higher grades in this examination. This study proposes the ‘N’ theory strategy. This strategy explains that the role of teacher, which is dominant at the kindergarten and primary level of education diminishes correspondingly and is taken over by the role of the student, which increasingly gets dominated at the secondary and university levels. Since the ‘O’ level examination comes at the secondary level, the ‘N’ theory strategy is applicable to these students to score higher grades. It also helps the students to internalize their study materials easily. This research article aims to discuss the importance of ‘N’ theory in ‘O’ level examination and it also focuses on the pre-test activities using ‘N’ theory strategy and post-test based upon a research conducted among a selected secondary school students.




How to Cite

Samuel, S. J. s/o I. (2018). Scoring Higher Grades at ‘O’ Level Exam Through N-Theory Strategy. European Journal of Social Science Education and Research, 5(2), 83–90.