The development of manipulative skills is an essential element of secondary education, especially in STEM subjects (science, technology, engineering, mathematics) and vocational education, as these skills improve students' cognitive, psychomotor and problem-solving abilities. Despite their importance, these skills are often undervalued in the Malaysian education system, with more emphasis being placed on science process skills. This paper explores the application of the SCORE (Strengths, Challenges, Options, Responses, and Effectiveness) model as a strategic tool to assess and promote the development of manipulative skills among students in Malaysia. Using a theoretical analysis, the study evaluates curriculum guidelines, teacher preparation, and resource allocation to understand the challenges and opportunities in improving these skills. The major findings suggest that the SCORE model offers a structured, action-oriented approach for identifying key strengths, such as the inclusion of hands-on learning in the Malaysian curriculum and the expertise of qualified teachers. However, the study also highlights significant challenges, including disparities in resource availability between urban and rural schools, as well as an over-reliance on technology, which may detract from fundamental hands-on skill development. The limitations of the study are the exclusive focus on the SCORE model, which may overlook complementary instruments such as SOAR or NOISE, and the lack of empirical data, as the research is largely theoretical. The implications of this research suggest that adopting the SCORE model could lead to more targeted and effective interventions, thereby enhancing educational outcomes. Future research is recommended to conduct empirical studies and longitudinal assessments to measure the SCORE model’s long-term impact on students' performance and readiness for the workforce. Additionally, combining the SCORE model with other assessment frameworks may provide a more holistic approach to skill development.
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