SEEP Intelligence System
Sarawak Education Enhancement Programme — live intelligence across 186 schools and 30 divisions. Every figure on this dashboard is queried live from the MEITD database.
Sarawak Education Enhancement Programme
Live intelligence across 186 schools and 30 divisions for semester 2026-S1. Every figure on this page is queried live from the database.
Attendance held steady between 67.9% and 68.2% across 8 sessions (avg 68.1%). Statewide average of 68.1% is below the 90% programme target — attendance is now a blocker on gain scores.
History (F4-5) leads at +9.3 points while Mathematics trails at +4.3.
Each bar shows the average points gained between the pre-test and post-test for that subject across SEEP students. A higher bar = students improved more during the programme. Statewide the subjects average +6.7 points, with 0 subjects posting ≥+10 and a cluster of low-gain subjects.
The 5.0-point spread between best and worst is wide. That gap is not the programme — it is teacher-quality and material-quality variation between subjects. Students put in the same effort, but the return differs by subject.
Priority: the 5 subjects below +7 points (led by Mathematics). Audit the teacher cohort, swap in the Module B content used by History (F4-5), and re-score after two cycles.
Each tile is one division. The big number is Cohen's d— a standard measure of "how much better". The higher the number, the bigger SEEP's impact in that division. Colours make the tiers visible at a glance:
Miri is the strongest division with d=2.03 (+15.5 points gained). Tatau is the weakest at d=0.46. 23 of 30 divisions are in the "Large effect" band (d ≥ 0.80).
Each tile is one Sarawak division. The number shown is Cohen's d — a statistic that answers: "how much better did SEEP students score compared to a similar group who did NOT join SEEP?" A d of 0.2 is a small effect, 0.5 is medium, and 0.8+ is large. The colour tells you the tier at a glance: dark green = large (excellent), green = medium-large, light green = small (modest), red = negative. The "+X.X pts" line underneath shows the average point improvement from pre-test to post-test in that division, and "N schools" is how many SEEP schools it contains.
The statewide average is d=1.09, but the gap between Miri (d=2.03) and Tatau (d=0.46) is 1.57 — a meaningful geographic inequality. Students in the weaker divisions are getting a smaller share of the programme's benefit, which usually means one of three things: fewer trained SEEP teachers on the ground, less reliable Module B delivery (rural internet), or lower attendance cycles. The programme itself is still working everywhere — but not equally.
Priority list: the 7 divisions below d=0.80 (starting with Tatau). Recommended interventions: (1) pair each with its strongest geographic neighbour for teacher coaching, (2) audit Module B completion rates and rural content delivery, (3) re-score after one cycle and promote any division that crosses 0.80 out of the priority list.
Attendance ≥90%, positive gain score, completing ≥80% of Module B content. No intervention needed — keep current teaching and check in at mid-semester.
Early warning signals: attendance slipping, gain score flat, or one module incomplete. Preventive support now avoids an at-risk slide — assign a mentor and weekly check-in.
Predictive model flags these students as likely to finish below the SEEP floor. Urgent intervention required: home visit, remedial session, guardian contact. Highest-impact target group.
Insufficient data to score — usually a new intake or a school with missing attendance/test uploads. Chase the school to submit before the next cycle.