International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 [Vol. 4 No. 2 June 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
A CONCEPTUAL REVIEW OF SCIENCE, TECHNOLOGY ENGINEERING, AND MATHEMATICS (STEM) EDUCATION IN
MALAYSIAN SCHOOLS
Venosha Ravana1 and Sarala Thulasi Palpanadan2*
1 Institute of Advanced Study, Universiti Malaya, Kuala Lumpur, MALAYSIA
2 Center for Language Studies, Universiti Tun Hussein Onn Malaysia, Batu Pahat, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 5 May 2022 Revised date : 6 June 2022 Accepted date : 8 June 2022 Published date : 15 June 2022
To cite this document:
Ravana, V., &Palpanadan, S. T. (2022).
A CONCEPTUAL REVIEW OF SCIENCE, TECHNOLOGY
ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN MALAYSIAN SCHOOLS. International Journal of Education and Pedagogy, 4(2), 44-57.
Abstract: In Malaysia, the number of student enrolment for Science, Technology Engineering, and Mathematics (STEM) majors at universities seemed to be declining at alarming rate which could affect the country’s economy, in future.
Thus, the Education Ministry and the Science, Technology and Innovation Ministry had been struggling to address this issue despite the challenges. Apparently, based on the literature review, the lack of motivation to learn Science and Mathematics-related subjects, and the lack of exposure to STEM education were found to be the affecting factors among students while they were in secondary schools.
Besides, the incompetent consolidation of the STEM design process within the Mathematics and Science instruction was also another huge challenge. Therefore, this study reviewed substantial research conducted pertaining to this issue. The objective of the study was to investigate the teaching- learning pattern that affected students’ motivation in STEM education. The study also provided some pragmatic recommendations for effective teachinglearning instructions to attract more students towards STEM education. This review is hoped to be advantageous for STEM educators and curriculum planners in designing STEM programs and lessons using the teaching-learning practices effectively that could attract more future candidates for STEM education at tertiary level.
Keywords: STEM, Motivation, Secondary schools,
1. Introduction
Science, Technology Engineering, and Mathematics (STEM) education is a worldwide initiative that has influenced many economic, political and educational policies around the world. It is aimed to improve STEM skills and competencies of learners from kindergarten to higher education level to ensure a continuous quality supply of STEM industry workers and experts in every country for economic growth (Khotimah et al., 2021). It is expected that by the year 2030, China would be leading the global STEM industry with a 300% increase in the number of STEM graduates, followed by India and the United States (UNESCO, 2020).
Despite high aspirations to join the bandwagon in boosting the country’s economy though the vast opportunities in the STEM industry, Malaysia is currently facing a problem where there has been a statistically reported trend showing a decline in the number of students opting for STEM majors in tertiary education (Azman et al., 2018; Bunyamin & Finley, 2016; Kamsi et al., 2019; Norlizawaty
& Nurzatulshima, 2018; Razali et al., 2018a; Razali, Manaf, Talib, et al., 2020). To take a closer look into this problem, it is important to understand the STEM education landscape in Malaysia.
2. Literature Review
From the lens of education, STEM is not simply a group of subjects; it is a pedagogical design that integrates fundamentals of science, technology, engineering design process and math (Jolly, 2013).
The connections between each of the four disciplines must be made clear with relevance to real world problems (Afful et al., 2020). There are many learning approaches often used by teachers to plan STEM lessons that can stimulate students to engage optimally with the subject content. Approaches such as project-based learning, problem-based learning and inquiry-based learning can suit different age ranges, abilities, group sizes and interests (Hiong & Osman, 2015). Teachers are strongly encouraged to conduct a needs analysis on students’ current level of knowledge and skill sets, readiness for challenging topics and preferred learning styles before indulging them with any subject content, especially complex designs like STEM (Rao, 2014). Understanding students’ needs for a learning environment helps teachers deliver instructions in ways that can motivate and interest students for the uptake of the subject content (Quintas et al., 2020).
Motivation is a state that energizes, directs and sustains behaviour in a learning environment (Saleh, 2021) and is often driven by goals. Interest is a powerful motivational process which is essential for academic trajectories and successes (Nawawi et al., 2021). The concepts of motivation and interest are interrelated where motivation fuels interest and interest sustains motivation to learn. Jolly (2013) believes that when STEM instruction is delivered effectively to motivated and interested students, it can help them develop 21st century skills such as critical thinking, independent learning, communication, collaboration, problem-solving, digital literacy, creativity and self-reflection.
However, to achieve this goal, teachers need to first be aware of STEM integration methods and trained with STEM design lesson planning so that they can identify potential topics or areas in Science or Math-related subjects that can be expanded into a STEM lesson (Bahrum et al., 2017). Since STEM is a practical approach to learning, lessons or projects need to be designed based on real world issues and hot topics so that students can engage with activities in meaningful ways and realize the importance of the lucrative STEM industry.
Beginning 2017, the STEM instruction has been embedded in the Secondary School Standard Curriculum with a pedagogical guide called STEM as Teaching and Learning Approach for STEM implementation in Malaysian secondary schools (MOE, 2016). Various Science and Math-related subjects are introduced to students at different levels from Form One up to Form Five through a national syllabus in mandatory education (Edy et al., 2017). This review focuses on secondary school STEM instruction as Malaysian youths’ motivation and interest for the STEM industry are shaped as early as Form One as outlined in the Malaysian STEM Education Framework. Figure 1 shows the aforementioned framework.
Figure 1: Framework for STEM Education in Malaysia Source: The Malaysian Education Blueprint 2013-2025 (MOE, 2018).
As seen in Figure 1, early childhood and primary school students are to be taught and exposed to the basics of Science and Math for them to build a foundation for STEM. Next, at the lower secondary level, students are taught about global issues and stimulated to develop practical solutions using STEM skills and literacies. Upper secondary students are then further encouraged to enhance their STEM skills by demonstrating STEM principles at more advanced levels. However, it is to be noted that at upper secondary level, students have a choice whether to enrol for more challenging Science and Math-related subjects or not depending on their desired career paths.
This is where the problem manifests itself; year by year, more students are no longer interested to take up a combination of subjects that could prepare them for a STEM major at the tertiary education level. This goes against the national agenda of producing graduates with a 60:40 ratio of which 60%
should be STEM graduates (Razali, Manaf, & Ayub, 2020). When the Malaysian Education Blueprint 2013-2025 was launched in 2013, there were about 48% of upper secondary students enrolled in STEM stream and the blueprint outlined specific STEM objectives to increase students’ enrolment for STEM streams. However, latest reports show that as of 2020 which is seven years after the launch of the education blueprint, the percentage has only dropped to 46.18% instead of achieving the desired 60% (Malaysia Education Planning and Research Division, 2020; Razali, Manaf, Talib, et al., 2020;
Selvanathan et al., 2020; Yaacob et al., 2020).
2.1 Problem Statement
Students have been reported to have avoided choosing majors in STEM at tertiary levels based on their experience of Science and Math-related subjects in schools (Kamsi et al., 2019; Moate & Cox, 2015; Quang et al., 2015). Kamsi et al. (2019) reported that among the Malaysian school-leavers surveyed, 53% of them stated that ‘bad learning experience’ of school science has affected their decision to not take up science subjects in the future. Kamsi et al. (2019) traced the cause of this problem to STEM teaching practices in schools that have been found to focus on factual and theoretical knowledge rather than application, disconnecting students from the content. Azman et al.
(2018) has also called for an immediate action to retool Science and Math curriculum to take on proper STEM designs as opposed to the ‘lecture-style lessons’ the students are being taught currently.
This shows that teaching-learning practices in schools do not reflect the guides and objectives as proposed in the STEM Education Framework. At school levels, the framework urges schools (and teachers) to implement pedagogies to stimulate: (1) STEM exploration, (2) meaningful STEM experience, (3) lifelong passion and interest, and (4) STEM readiness for students. These objectives have failed at many levels that students have clearly not developed the desired level of motivation and interest to further pursue STEM. This problem shows that there is now a gap that exists between STEM teaching-learning practices implemented by teachers and STEM teaching-learning practices preferred by students.
This review aims to add to the body of literature of STEM education in Malaysia by exploring the teaching-learning practices of Science and Math-related subjects in Malaysian secondary schools in relation to STEM design. The significance of this purpose is to shed light on the current teaching- learning strategies from the psychological domains of motivation and interest. This study directly benefits teachers and curriculum designers to consider including the strategies and methods discussed into their STEM lesson planning. To achieve this general objective, this study has formulated two specific research objectives: (1) To explore the current teaching-learning practices that affect secondary school students’ motivation and interest to pursue STEM; (2) To suggest ways to improve teaching-learning practices in secondary schools to increase students’ motivation and interest towards STEM.
3. Method
This scoping review follows a qualitative research design using only secondary data. Articles selected for the review must be produced fully in English, peer-reviewed and published only in scholarly journals with student participants and empirical data between the years 2013 and 2020. The range 2013-2020 is set so that the studies are relevant to the latest Malaysian Education Blueprint’s objectives for STEM education. The selected studies also needed to address at least one of the review’s research objectives.
Articles have been mined from electronic search database such as Science Direct and Semantic Scholar. The exact keywords used to search for articles are “Malaysia” AND “secondary school students” AND “STEM OR Science OR Math” AND “motivation OR interest”. Search limiters were used to sort and screen articles to obtain the latest research.
3.1 Data Analysis
The contents of the articles are analysed for patterns and reported using thematic analysis. Themes that are relevant to the focus and objectives of this review are selected and discussed in the upcoming sections of this review. This review follows the conventions of thematic analysis (Braun et al., 2020;
Braun & Clarke, 2006; K. Roberts et al., 2019) upon the completion of screening process of articles.
Braun et al. (2020) has provided a guideline for thematic analysis by dividing the whole proses into six phases of: (1) becoming familiar with the data; (2) generating codes; (3) collating codes to identify themes from an initial search; (4) checking each theme to ensure cohesion; (5) defining and naming themes; and (6) producing report from themes by relating them back to the research questions.
4. Results and Discussion
4.1 Current Teaching-Learning Practices for STEM
55 studies using participants from Malaysian secondary schools (Form 1, Form 2 and Form 4) with qualitative, quantitative or mixed-method data have been inspected to identify current teaching- learning practices for STEM based on the focuses outlined in the Malaysian STEM Education Framework. Figure 2 shows the themes identified at the macro-analysis stage.
Figure 2: STEM Teaching-Learning Practices in Malaysian Secondary Schools
Based on the themes identified and the number of studies associated to each theme, it can be understood that the current teaching-learning practices in Malaysian secondary schools have not provided enough opportunities for students to be exposed to real-world problems (Bahrum et al., 2017; Hussain et al., 2019; Razali, Manaf, Talib, et al., 2020), engineering design process (Jiea et al., 2019; Kucuk & Sisman, 2020) and active-learning approaches such a project-based learning, inquiry- based learning or collaborative learning to learn STEM (Hiong & Osman, 2015; Hussain et al., 2019;
Norlizawaty & Nurzatulshima, 2018).
Some Science and Math teachers have complained that the lack of time to complete the national syllabus within the school year has restricted them from allocating time for meaningful projects to stimulate and develop STEM skills for students (Jamel et al., 2019; Ting & Tarmizi, 2016; Wan Yunus & Mat Ali, 2018). This has resulted in students learning subject content based on theories and guided experiments without much space for creative inquiries, critical thinking and real-world problem solving (Anwari et al., 2015; Azman et al., 2018; Jayarajah et al., 2014). A majority of schools in Malaysia have also reported of inadequacy in IT and ICT facilities in schools for students to engage in technology-enhanced learning (Abdullah & Shin, 2019; Kamsi et al., 2019; Ramli &
Talib, 2017).
In fact, programs that only require participation of selected schools and/or students, such as the ‘Smart School’ Programme, Space Science Programme and Robotic competitions in Malaysia have been found to only contribute to the issue of unequal access to technology, ICT facilities and opportunities for STEM exposure and learning (Afful et al., 2020; Jiea et al., 2019; Tan & Wong, 2020). For Malaysian secondary school students, two STEM focuses have been outlined in the national framework: (1) analyse global issues and develop solutions, and (2) demonstrate STEM principles at advanced levels. Based on the exemplified studies, the review finds that a majority of the current
STEM Teaching- Learning Practices Teachers are unable to
allocate time for STEM projects (n=3)
Dependency on Theory and Practice-based
learning (n=13)
Lack of exposure to solving real-world
problems (n=27)
Engineering Design Process only seen in robotics-related projects/competitions
(n=4)
Technology-based learning and ICT facilities are only available in selected
schools (n=8)
teaching-learning practices for STEM have failed to realize the focuses and objectives of the national STEM framework.
4.2 Factors Affecting Students’ Motivation and Interest for STEM learning
The studies selected in this review have also been inspected for psychological domains in terms of motivation and interest among students for learning. This is an important step to obtain a general idea about current students’ learning needs in order to make more informed choices on selecting instructions based on students’ learning styles and preferences (Yusoff et al., 2021). Figure 3 shows the macro-level analysis of the factors affecting students’ motivation and interest for STEM learning.
Figure 3: Factors Affecting Malaysian Secondary School Students’ Motivation and Interest for Learning
Motivation and interest are two interdependent domains in learning. Based on the review, students have been found to portray maximum level of motivation and interest to learn subject content of Science, Math and STEM when teachers create an authentic learning environment with hands-on activities, projects with emphasis on real-world problems, collaborative and cooperative tasks and formative assessments (Hafizan et al., 2017; Lay & Chandrasegaran, 2016; Razali, Manaf, & Ayub, 2020; Shahali et al., 2017). An authentic learning environment puts student in a setting that mimics a real working environment where students are able to assume more responsibility in learning by working on creative and real projects with peers and facilitators (Roberts et al., 2018).
Secondly, the socio-economic status of students’ families also influences their motivation and interest for STEM learning. Local studies have reported that students hailing from city and urban-based families with higher socio-economic status are more interested in areas such as robotics, space science and medicine compared to students from families of lower socio-economic status (Hussain et al., 2019; Jiea et al., 2019; Kamsi et al., 2019; Kucuk & Sisman, 2020; Razali et al., 2018b). Students have been found to have clear and practical future goals depending on their personal and family capacities and this has shaped their motivation and interest in learning based on their perceived
Students' Motivation and Interest are Influenced
by Authentic
learning envrionment
(n=35)
Performance in assessments (n=5)
Teachers' teaching styles
(n=5)
Future goals (n=2)
Socio-economic status (n=8)
outcomes (Kaden, 2020; Saleh, 2021; Tan & Wong, 2020; Ting & Tarmizi, 2016; Yunus & Ali, 2012).
Next, teaching styles and teacher attitudes also have been found to directly influence students’ attitude towards learning. Some students claim that teachers who are more experienced and can answer any question posed to them make the students feel more confident about learning the subject content (Wan Yunus & Mat Ali, 2018). In addition, students are also more interested to learn when they find that their teachers are enthusiastic to teach (Jamel et al., 2019; Kaur et al., 2016; Wan Yunus & Mat Ali, 2018; Yusof et al., 2017). This also shows that students form perceptions on their teachers based on the skills and knowledge expertise portrayed by the teachers. In addition, students are more in favour of teaching styles that allow students to be more involved in learning such as playing educational games and engaging in meaningful projects as opposed to ‘lecture style’ lessons (Abdullah & Shin, 2019; Norlizawaty & Nurzatulshima, 2018; Peen & Arshad, 2017). A majority of the studies reviewed have recommended continuous training for teachers to learn to execute newer pedagogies that can engage students in authentic learning environments where the teachers are equally motivated and interested to teach as well (Ahmad et al., 2019; Bahrum et al., 2017; Chien & Lajium, 2016; Hiong
& Osman, 2015; Razali, Manaf, & Ayub, 2020).
It is to be noted that out of the 55 studies reviewed, 49 studies were fully quantitative, 4 were fully qualitative and 2 were mixed-method research. Almost all of the quantitative studies have recommended for qualitative inquiries to support the questionnaire and survey-based data. The findings from the current teaching-learning practices for STEM in Malaysian secondary schools and factors affecting Malaysian secondary school students’ motivation and interest for STEM learning have been collapsed into a single thematic figure as shown in Figure 5. The figure entails some suggestions to improve STEM education in Malaysia from three levels of instructional design, teacher training and student attitude.
At the instructional level, the ministry and curriculum designers are urged to understand the issues that lay within the instructional design in terms of integration of STEM into Science and Math syllabuses and opportunities for further inquiries and involvement in STEM projects. Firstly, integrating STEM design activities and projects into Science and Math-related subject syllabuses will help teachers save time and energy in planning for STEM learning. The current national syllabuses still treat Science and Math subjects as isolated subjects with compact lesson plans, leaving teachers with no time and space to include STEM design activities (Azman et al., 2018; Chien & Lajium, 2016). Retooling the current national syllabuses with STEM design projects will ensure that timeline and academic year stays unaffected and all students in Malaysian secondary schools will have an equal access and exposure to STEM learning. With early and extended exposure to STEM, student participation in engineering design process (EDP) and technology-based projects can be expected to increase as well. Studies from around the world have shown that students who engage in summer programs (Afful et al., 2020; Dasgupta et al., 2019; Roberts et al., 2018) and informal learning (Ehsan et al., 2018; Gomoll et al., 2016; Norlizawaty & Nurzatulshima, 2018) have been found to be more inclined to take pursue a career in STEM; providing such learning opportunities to Malaysian students can steer local youths to consider a career in the STEM industry as well (Kamsi et al., 2019).
With equal opportunities and access to STEM learning, students can be stimulated to explore and experiment with future goals and career aspirations beyond what is expected of their families’ socio- economic statuses. Students can also be encouraged to develop self-efficacy in learning by increasing confidence to perform STEM tasks and projects and reducing anxiety and fear of making mistakes.
Some of the reviewed studies showed that teachers who created an authentic learning environment with hands-on activities and group projects were successful in increasing the level of engagement between students and the subject content (Chien & Lajium, 2016; Han et al., 2016; Jamel et al., 2019).
On the contrary, students who were put into a lecture-style setting showed little to no interest in improving their knowledge and skills in the subject matter. This proves that students’ skills and competencies for 21st century skills such as critical thinking, creativity, problem solving, communication and collaboration can be instilled and developed by understanding and catering to their specific learning needs, styles and preferences.
5. Conclusion
Teachers need to be willing to listen to students’ learning needs and keep an open mind about experimenting with different pedagogies until they find one that work for both the teacher and students. This is precisely why a needs analysis must be conducted at the beginning of an academic year so that the teacher can obtain a general idea about students’ preferred learning styles and readiness for the subject content. Teachers need to understand that imposing a teaching-learning method that is not preferred by the students, the theory-based learning for example, will only end up disconnecting students from the content the teacher intended the students to learn in the first place.
This ends up as a waste of time for both teachers and students.
Next, teachers should also be trained to tap into the psychological domains of interest and motivation among students by modelling and demonstrating a desired attitude in classrooms. Some of the reviewed studies have shown that enthusiastic teachers create enthusiastic leaners (Alshahrani, 2017;
Kaur et al., 2016; Nasri et al., 2020). Finally, teachers must also be self-driven and provided with opportunities to keep improving their skills, knowledge and experience with their subject of expertise as students have been found to be more motivated to learn from teachers who seem to be well-versed in their areas. While there are many STEM initiatives undertaken by the ministry that target students, training and modules for teachers must also be intensified. For example, Science teachers need to be trained with some skills of Math, Engineering and Technology so that they can reflect their knowledge into conducting true STEM projects for the students. Students pick up on teachers’ level of confidence and skills projected (Kaur et al., 2016), and may be motivated to perform better in the learning tasks as well.
The Malaysian Education Blueprint 2013-2025 truly believes that STEM-skilled workers are the key drivers of the Malaysian economy; however, the teaching-learning practices in Malaysian secondary schools for STEM have not fully embodied the focuses outlined in the blueprint. To achieve the STEM objectives for Malaysians secondary schools, teachers need to be supported more in terms of an improvised instructional design and continuous training, while students need to be more stimulated to develop self-efficacy and exploration skills for learning. For further inquiries, researchers are urged to conduct more mixed-method and/or qualitative studies to understand the issues in STEM teaching- learning practices in-depth based on scientific, psychological and socio-economical domains.
5. Acknowledgment
The researchers would like to thank The Registrar’s Office of Universiti Tun Hussein Onn Malaysia (UTHM) for supporting this publication.
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