Development And Evaluation Of An Integrated Stem Through Engineering Design Module Towards Students’ Achievement, Critical Thinking Skill And Stem Career Interest
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Date
2020-04
Authors
Goonasakaran, Sathisha
Journal Title
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Publisher
Universiti Sains Malaysia
Abstract
Current initiation of implementing STEM in Malaysia required effective instructional material that able to effect students’ achievement, critical thinking skill and STEM career interest. In line with that, this study had developed and evaluated an integrated science, technology, engineering and mathematic through engineering design process (iSTEM-EDP) module for the topic Nutrition that was intended for Form Four secondary school students. This module was developed based on Constructivism Theory, Situated Learning Theory and Social Cognitive Career Theory using ADDIE Model. The science and engineering practice and crosscutting concepts from NGSS fused into Malaysia’s National Curriculum for Form Four Biology to form an interdisciplinary learning using STEM through engineering design process. Upon developing and validating, the module was implemented in one of the school in Northern Region of Malaysia. The quasi experimental research design was used to conduct this study. The experimental group followed the iSTEM-EDP Module whereby the control group used conventional method to learn the topic Nutrition. The pre-test, post-test and delayed post-test was administered upon both groups using three instruments namely the Nutrition Test, Watson-Glaser Critical Thinking Appraisal and STEM Career Interest Survey. The statistical anlysis using ANCOVA revealed that the mean value for achievement [F (1,79) = 58.85, p <0.05, ƞ2=0.43] and critical thinking [F (1, 79) = 34.16, p < .05, η2 = 0.31] is higher for experimental group compare to the control group in the post-test when the influence of the pre-test was control. Similarly, the repeated measure ANCOVA showed that the mean score value for achievement [F (1, 77) = 72.40, p < 0.05, η2 = 0.54] and critical thinking [F (1, 77) = 33.20, p < 0.00, η2 = 0.26] is higher for experimental group compare to the control group in the delayed post-test when the influence of the pre-test was control. The finding revealed that the iSTEM-EDP Module was effective and also able to retain achievement and critical thinking skill of learners in experimental group while comparing to the control group. However, this pattern was not observed for the third dependent variable which is STEM career interest. The statistical analysis using ANCOVA revealed that the mean value for STEM career interest is higher for experimental group compare to the control group in the post-test when the influence of the pre-test was control [F (1, 79) = 1062.99, p < 0.05, η2 = 0.93]. But, the repeated measure ANCOVA revealed the mean score value of STEM career interest in delayed post was lower for experimental group compared to control group [F (1, 77) = 388.92, p < 0.05, η2 = 0.53]. This shows that the module was effective in enhancing STEM career interest but unable to retain it among the experimental group. Further analysis on STEM career interest alone using MANOVA and repeated measure ANOVA showed that the interest in science and mathematics did not change significantly whereby the interest in technology career increase significantly and was retained as well during delayed post-test. Engineering career interest on the other hand showed significant increase in post-test and significant decrease in delayed post-test. An interview that was conducted with four professionals from the field of science, technology, engineering and math further explained the possible reasons for such data and ways to improve the module. Implications such as focusing on the career interest related theory along with theories on teaching and learning, the use of interdisciplinary modules to enhance the quality of STEM teaching and learning and to provide awareness of STEM career as an interdisciplinary field for students have been made.
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Education