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Pattern generalisation is one of the most important elements in developing functional thinking in elementary school which leads to build foundation to work with algebra in later years of education. Therefore, this study took an initiative to study the performance of year five pupils in pattern generalisation and its correlation with mathematics achievement. The sample of the study comprised 720 fifth grade pupils from a district of Malacca. Data were collected using four adapted tasks. Paper and pencil-based assessment conducted during the class hours. Data were analysed using descriptive and inferential statistics with help of SPSS software. The findings showed samples’ ability to work with numerical patterns is better than their ability to work with figural patterns. However, the performance in far generalisation is extremely poor compared to near generalisation. While, a significant association found between performance of numerical and figural patterning tasks. Furthermore, there is no correlation between ability to work with patterns and mathematics achievement. With the increased interest in integrating functional thinking into elementary school teaching and learning, this work may be of interest to educators to identify how working with patterns could promote functional thinking and lead to a strong foundation for formal algebra learning in later years of education.

The problems of the decreasing enrolment of science students at secondary school level as well as the lagging science and mathematics achievement and literacy of Malaysian secondary students in international assessment studies point to a serious challenge for the government to improve Science, Technology, Engineering and Mathematics (STEM) education. One of the key steps that can be taken is to identify the current assessments in STEM related subjects at the secondary school level because according to OECD (2005), assessment is an integral component of the education process. Thus, this study (which is part of a larger research project) aimed to examine secondary students' perceptions of assessments in STEM related subjects. The researchers employed a cross-sectional survey research design and the sample comprised of 1215 Form Four students from three categories of secondary schools in Peninsular Malaysia. A five-point Likert scale questionnaire containing 10 items was used to elicit Form Four students' perceptions of assessments such as examinations or assignments in STEM related subjects. The questionnaire was developed based on the STEM Education Quality Framework (2011). Analysis of 1005 complete questionnaires from the sample indicated that the students showed positive overall perceptions of assessments in STEM related subjects. The results also indicated that there was a statistically significant difference in overall perceptions of assessments in STEM related subjects in terms of school category but there was no statistically significant difference in overall perceptions of assessments in STEM related subjects in terms gender.