Innovative teaching for STEM education towards engagement and motivation among students
The Malaysia Education Blueprint 2013-2025 highlights key measures required to raise interest in Science, Technology, Engineering and Mathematics (STEM) education among students. STEM education is heavily emphasised in the blueprint due to concerns over the declining number of students enrolling in...
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| Format: | Thesis |
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2023
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| Summary: | The Malaysia Education Blueprint 2013-2025 highlights key measures required to raise interest in Science, Technology, Engineering and Mathematics (STEM) education among students. STEM education is heavily emphasised in the blueprint due to concerns over the declining number of students enrolling in STEM subjects and packages at the secondary school level. Additionally, the 60:40 science to arts policy has yet to be achieved. The decline in enrolment at the secondary school level is also reflected in the low enrolment rates for STEM courses at the tertiary level. Consequently, this has caused problems in the Malaysian STEM workforce as the supply of STEM graduates is lower than the demand. Secondary school students feel that STEM subjects are too theoretical and boring, which caused them to be less interested and disengaged. Cognisant of this issue, a quantitative study to investigate the mediating role of student engagement with innovative teaching components and their motivation to pursue STEM in the future was conducted. The study employed the use of active learning theory, engagement theory, and growth mindset theory to examine the relationship between four innovative teaching components, namely resources and materials, subject content, innovative teaching strategies and teacher-student interaction, and the extent to which they improve student engagement during STEM lessons. A total of 380 survey questionnaires was received from Form 1 to Form 3 students from national secondary schools in Malaysia. Survey findings reveal a significant relationship between resources and materials, innovative teaching strategies, and teacher-student interaction on student engagement. However, subject content did not show any significant relationship with student engagement. The study concluded that student engagement had a significant mediating role between innovative teaching components and students’ motivation to pursue STEM in the future. Based on its findings, this study has put forward a proposed research model which aims to enhance engagement during STEM lessons at the secondary school level. Additionally, it has also put forward related solutions and measures that could potentially be implemented by the Ministry of Education to increase enrolment into STEM subjects at the upper secondary school level, as well as to realise the 60:40 policy. This study would also assist in realising one of the Key Economic Growth Activities (KEGA), KEGA 10: Centre of Excellence, as mentioned in the Shared Prosperity Vision 2030. |
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