ISSN: 2226-6348
Open access
This systematic literature review examines the effectiveness of combined Science classes at Malaysian Tamil Vernacular Schools. In response to limited teacher availability and resource constraints, combined classes aim to deliver Science education across multi-grade levels simultaneously. Drawing on 34 empirical studies published between 2019 and 2024, this review analyzes key teaching strategies, teacher challenges, and student outcomes. Strategies such as digital differentiation, peer mentoring, and inquiry-based learning show promise, though challenges persist, particularly around curriculum misalignment and teacher workload. Research gaps highlight the need for longitudinal data, rural context representation, and exploration of emerging technologies and parental involvement. The findings inform policy and practice for equitable and effective Science instruction in vernacular schools.
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