Learning loss due to the COVID-19 pandemic has been identified as a significant factor contributing to Malaysia’s lower scores in the Programme for International Student Assessment (PISA). The pandemic, which led to the closure of schools and the implementation of home-based learning, disrupted the education system in Malaysia and around the world. As a result, the country’s performance in the PISA 2022 assessment showed a decline in all three domains: Science, Mathematics, and Reading literacies.

According to Acting Education director-general Azman Adnan, Malaysia’s scores in PISA 2022 were lower compared to PISA 2018. The country scored 409 in Mathematics (440 in PISA 2018), 416 in Science (438 in PISA 2018), and 388 in Reading Literacy (415 in PISA 2018). These scores placed Malaysia below the average OECD score for all three domains.

It is important to note that the decline in scores was not unique to Malaysia. Many of the 81 OECD countries that participated in PISA 2022 also experienced a decrease in their scores across the three domains. For example, countries such as the United States, Estonia, Finland, Hong Kong, Indonesia, Germany, New Zealand, the United Kingdom, France, Canada, Australia, Ireland, Singapore, Switzerland, and Thailand also saw a decline in their PISA scores.

Specifically, Malaysian students recorded 72.9% (63% OECD average) in the ability to use digital devices for learning, 67.8% (68% OECD average) in the ability to contact teachers for support, 66.4% (50.7% OECD average) in teachers’ readiness to conduct remote teaching, and 58.4% (38.5% OECD average) in students’ motivation to learn from home. Additionally, students reported that their schools made significant efforts to support their learning and well-being.

These findings have sparked debates about the effectiveness of the education system and prompted questions about the potential role of smartphone use in this gap. Recently, researchers have drawn attention to the correlation between smartphone usage and declining well-being among teenagers. They argue that the rise of smartphones and social media as central elements in teenage life coincided with a sharp decline in student well-being from around 2012.

While scepticism initially surrounded the idea that smartphones could significantly impact academic performance, the latest PISA results are challenging this notion. The data indicates a potential link between excessive smartphone use and reduced student achievement.

Critics of the education system around the world particularly in Malaysia have long pointed to PISA scores as evidence of its shortcomings. Questions like “Why are we lagging in reading compared to Finland?” and “Why are we struggling in math compared to Korea or our neighbour, Singapore?” have become commonplace. The latest findings further emphasize the need to address this issue and find effective solutions.

By shedding light on the potential negative effects of smartphone use on student achievement, this study adds a new dimension to the ongoing discussion surrounding education and technology. It highlights the importance of understanding how digital devices impact young minds and calls for a closer examination of the role of technology in classrooms.

As concerns about student well-being continue to grow, educators, parents, and policymakers must work together to strike a balance between the advantages of technology and its potential drawbacks. Finding ways to leverage smartphones as educational tools while minimizing their potential distractions is crucial for fostering academic success.

While the study does not provide definitive proof of a causal relationship between smartphone use and academic decline, it underscores the need for further research and proactive measures. It also raises questions about how schools can adapt their curriculum and teaching methods to address this evolving landscape.

This study serves as a reminder that understanding the impact of technology on young minds is an ongoing challenge. As society navigates the complexities of the digital age, we must prioritize the well-being and educational success of our students.

By acknowledging the potential impact of excessive smartphone use on academic performance, we take a step towards finding solutions that will equip our students with the necessary skills to thrive in an increasingly connected world