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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Main Author:	Kaur, Anisha Haveena
Format:	Thesis
Published:	2023
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
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id	my-mmu-ep.11873
record_format	uketd_dc
spelling	my-mmu-ep.118732023-11-28T04:53:26Z Innovative teaching for STEM education towards engagement and motivation among students 2023-06 Kaur, Anisha Haveena LB1025-1050.75 Teaching (Principles and practice) 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. 2023-06 Thesis http://shdl.mmu.edu.my/11873/ http://erep.mmu.edu.my/ phd doctoral Multimedia University Faculty of Management (FOM) EREP ID: 11583
institution	Multimedia University
collection	MMU Institutional Repository
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) Kaur, Anisha Haveena Innovative teaching for STEM education towards engagement and motivation among students
description	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.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Kaur, Anisha Haveena
author_facet	Kaur, Anisha Haveena
author_sort	Kaur, Anisha Haveena
title	Innovative teaching for STEM education towards engagement and motivation among students
title_short	Innovative teaching for STEM education towards engagement and motivation among students
title_full	Innovative teaching for STEM education towards engagement and motivation among students
title_fullStr	Innovative teaching for STEM education towards engagement and motivation among students
title_full_unstemmed	Innovative teaching for STEM education towards engagement and motivation among students
title_sort	innovative teaching for stem education towards engagement and motivation among students
granting_institution	Multimedia University
granting_department	Faculty of Management (FOM)
publishDate	2023
_version_	1794019128841863168

Innovative teaching for STEM education towards engagement and motivation among students

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