Trends and Considerations of Self-Efficacy of STEM Education in Malaysia
Rashidin Idris1, Priyalatha Govindasamy1, Suppiah Nachiappan1
1 Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
* Corresponding Author: [email protected]
Accepted: 15 March 2023 | Published: 31 March 2023
DOI:https://doi.org/10.55057/ijares.2023.5.1.20
__________________________________________________________________________________________
Abstract: Concerns about student engagement and participation in STEM education in school are growing as the trend shows that students are becoming less interested in choosing STEM areas in school. This is compounded by the trend of 72.1 percent of SPM students choosing not to continue their studies at the college and college level in 2022. As a result, the country's ability to provide expertise in science, technology, engineering and vocational training cannot be met and implemented according to market demand and the development of the Industrial Revolution 4.0. The purpose of this study is to investigate and evaluate the effect of self-efficacy and its relationship with STEM education in schools. The concept of this study incorporates the findings of previous studies focusing on self-efficacy and STEM education perspective. The conceptual framework of the study also discusses the self-efficacy model, which can enhance students' confidence in career development. This study can help participating researchers or agencies identify and assess self-efficacy factors as variables that can be used to strengthen and inform students' school engagement (STEM).
Keywords: Considerations, Self-Efficacy, STEM Education, Trends
___________________________________________________________________________
1. Introduction
STEM education is something that is of great importance in today's education system, especially in each progressive country, to ensure that graduates are produced who will create career opportunities in science, technology, engineering, and mathematics upon graduation. In 1967, the Malaysian education system implemented the 60:40 Science: Arts policy to meet the demand for science-oriented graduates (Ong et al., 2021). At the same time, the country aims to become a developed country by 2020 (Academy of Science Malaysia, 2017).
Hartmann and Ertl (2021) argue that STEM courses are not only part of today's education, but STEM courses will also help students in their future professional life. Therefore, awareness of this matter plays an important role in students' lives. Education reform sets ambitious goals for student learning, especially to prepare them for the rapid evolution of education in the 21st century (Kennedy & Sundberg, 2020). Black, Muller, Spitz-Oener, He, Hung, and Warren (2021) stated that the supply of STEM occupations in this decade is growing in the market and is very important. This can be seen in the development of the world, which increasingly depends on science and technology as the main factor in the world of work.
In addition, the Ministry of Science, Technology and Innovation (MOSTI) has introduced a new policy called the National Policy for Science, Technology and Innovation 2021-2030 to
guide Malaysia through the Science, Technology, Innovation and Economy (STIE) sector in line with the 12th Five-Year Plan. This policy outlines several principles to be achieved, including the fourth objective, which is to attract workforce talent to deliver excellence. In this context, it is important to emphasize the importance of producing a diversity of talent among students who are able to lead and drive the development of STIE (MOSTI Strategic Plan 2021- 2025).
In conjunction with the trend of participation, compared with countries such as the United States and Europe, never reached 50 percent of students in STEM fields (Zhongming, Linong, Xiona, Wangqiang and Wei, 2016). Thus, achieving the actual target of 60 percent is very important given the current scenario and situation. In addition, statistics show that 72.1 percent of Malaysian Assessment Certificate (SPM) 2021 graduates do not continue their studies in university or university for 2022. This is certainly a loss of energy resources that the country needs in the face of the Industrial Revolution 4.0.
2. STEM Education Issues
2.1 STEM Education Background
In developed countries, there are more than 78 researchers for every 10,000 thousand workers, while in Malaysia in 2012, there were only 57 people for every 10,000 thousand workers (Ministry of Education, 2016). The Ministry of Education (MOE) is committed to developing human capital that has knowledge, skills, and good values to participate in the field STEM (MOE, 2016).
Table 1: Policies that Support STEM in Malaysia
No Policy Explanation
1
Science & Literature Policy 60:40 percent (%)
The 60:40 policy has been implemented since the 1970s with the goal of allowing more qualified students to continue their studies in science and technology (S&T). This policy also aims to meet the demand for highly skilled manpower in the industry that drives the Malaysian economy.
2
National Science, Technology, and Innovation Policy (DSTIN)
DSTIN was introduced in 1986 to support the realization of Malaysia's aspirations to become a developed country. This policy promotes the use of science and technology as a tool for the development of the economic sector to improve physical facilities and the welfare of the people. This policy was revised in 2003 to meet the needs of the country in achieving Vision 2020.
3
Wawasan 2020 (W2020)
Wawasan 2020 was launched in 1991 with the goal and purpose of making Malaysia a developed and fully developed country by the year 2020. One of the strategic challenges under W2020 is to create a scientific, competitive and dynamic society and not just be a user of technology but contribute to the scientific and technological civilization of the future.
4
National Science, Technology, and Innovation Policy (2021-2030)
Introduced the concept of Science, Technology, Innovation and Economy (STI) to demonstrate the importance of STI development as a basis for supporting the country's economic growth.
5
National Transformation (2021- 2050)
Founded on the aspirations of all Malaysians with a clear goal.
To make Malaysia one of the top 20 countries in the world.
The transformation of the country is based on the joint efforts of the government and the involvement of the people (bottom- up approach).
STEM education is lifelong education that includes learning with elements of science, technology, engineering, and mathematics formally based on the curriculum. STEM Education is implemented non-formally through co-academic and co-curricular activities in schools.
STEM Education can help create a society that has STEM skills and provides a highly skilled STEM workforce that can contribute to innovation (Ministry of Education, 2016).
The Ministry of Education (2013) launched the Malaysia Education Blueprint plan, which includes the education development plan from 2013 to 2025. The launched policy of Malaysia Education Blueprint includes several aspects of enabling to achieve the goals already outlined in Table 2.
Table 2: Malaysia Education Blueprint 2013-2025
No Wave Information
1 Wave 1
(2013-2015)
Improving the quality of education STEM is initiated by strengthening curricula, testing and training teachers, and using multimodal learning models.
2 Wave 2
(2016-2020)
Campaigns and collaborations with related institutions will be undertaken to increase community interest and awareness of STEM.
3 Wave 3
(2021-2025)
STEM is being pushed to peak performance through increased operational flexibility.
2.2 Challenges of STEM Education in Schools
While various initiatives and measures have been taken to promote student interest and participation in STEM. However, student participation, especially in schools, in STEM has been declining, and this trend is quite disturbing to various parties. Research by Amirah, Mohd.
Jasmy, Siti Adilah, Noraina Ayu, and Norkamaliah (2018) show that there are significant weaknesses in the use of STEM in schools, especially in rural areas, which include teaching and facilitation methods, especially for teachers and students.
The study by Ahmad Zamri' (2017) reported that teachers in rural areas do not have the competence to integrate STEM education into the learning and teaching system. Among other challenges, the problem is the weak ICT skills of students in rural areas (Wilma & Mohd.
Jasmy, 2015). In a study by Clyton and Moses (2017), it was found that schools outside the city do not have complete facilities to implement the learning standards of the curriculum STEM such as laboratory facilities.
A study conducted by Nurhidayah and Tuan Mastura (2018) shows a trend of decreasing student participation in STEM subjects when it is only 45.7 percent of the 46 percent targeted by the Ministry of Education Malaysia. This is also confirmed by a statement from the Chairman of the National STEM Movement, Noraini (2019), who stated that given the recent trends that students are showing towards STEM subjects in school, students interest in STEM subjects in school is decreasing.
In summary, the challenges of STEM in schools are very complex and diverse, but a number of different challenges and obstacles hinder the process of increasing student participation in STEM in schools.
3. Consideration of Self-eEficacy in STEM Careers
3.1 Self-Efficacy Theories
One of the personalities who placed self-efficacy at the centre of his study was Albert Bandura.
According to Bandura (1993), self-efficacy refers to a person's confidence in their ability or
capacity to achieve accomplishments or goals that are planned for the next process and indirectly affect their life patterns. Self-efficacy determines the landscape of how a person thinks, motivates themselves and influences their behaviour (Bandura, 1993).
A person with high self-efficacy can improve their life performance and indirectly achieve a level of personal well-being in all aspects of life. For example, if a person fails in overcoming a challenge or problem in life, he or she will see the challenge as something that needs to be overcome and solved without running away from the problem. Thus, when a person has a high level of self-efficacy, they are indirectly able to improve their performance in all areas and even reduce the stress and depression they experience in daily life (Bandura, 2000).
Other than that, a person with low self-efficacy, on the other hand, tends to see a problem or challenge in life as a threat to be avoided. People with this type of self-efficacy have a weak commitment or low ambition to achieve the goals they have set for themselves. For example, when faced with problems and difficulties in life, a person thinks of the limits of their abilities.
Disabilities and their own shortcomings become the priority things they think about instead of finding alternatives and successfully solving the problems they face. For Bandura (2000), individuals who have this type of self-efficacy will easily choose to give up on the situation and circumstances they encounter and indirectly slow down the process of achieving the goals they set, and the effects of stress and depression will easily occur if the desire and goal cannot be achieved.
Regarding the theoretical model of self-efficacy for STEM, the model of self-efficacy in career decisions developed by Betz and Taylor (1986) is the most commonly used. This self-efficacy model is used to determine the level of self-efficacy of students of national high schools in relation to STEM areas or subjects of study in school. This is very important considering that there is a study and a report by the Ministry of Education (2021) showing a worrying downward trend in student participation and engagement in STEM.
Furthermore, it was recently found that 72.1% of SPM graduates in Malaysia do not continue their studies in either university or polytechnic (Department of Statistics Malaysia, 2022). This is something that surprises everyone because given the data and statistical values, it is just as difficult for Malaysia to meet the demand for skilled workers in various industries as it is in developed countries.
3.2 Career Decision Self-Efficacy (CDSE)
The self-efficacy instrument developed by Taylor and Betz (1983) combines two theories of Albert Bandura, namely Self-Efficacy Theory (1977 & 1986) and Crites Career Maturity Theory (1978). Nauta and Kahn (2007) argue that the relationship between adolescent identity status, consistency, and differences in interests and careers must be determined in addition to self-efficacy. They argue that identity status is related to self-efficacy in career choice and differences in interests, but not to consistency in interests overall. CDSE is also an important variable for individual students' career choices (Choi, Park, Yang & Lee, 2011).
Betz and Hackett (1986) believe that the results of their research show that a student's propensity to choose a career is influenced by the student's level of self-efficacy. That is, the higher a student's self-efficacy, the greater the tendency to choose an occupation that is appropriate for him or her. However, if a student's self-efficacy beliefs are low, he or she cannot make the right choice, so his or her career interest is also limited. Self-efficacy beliefs also
determine a person's career choice, as he or she believes in his or her ability to successfully complete the tasks associated with the career choice (Taylor & Betz, 1983). Self-efficacy in decision making is also considered an important variable in the career development of high school students (Gushue, Clarke, Pantzer, & Scanlan, 2006).
CDSE theory was first introduced by Betz and Hackett (1981) in the context of the career development of female students who have been shown to be uninterested in science and mathematics as a career field. Therefore, the overall goal of the CDSE study is to evaluate a group intervention aimed at improving adolescents' career development STEM (Falco &
Summer, 2019). In the CDSE introduced by Taylor and Betz (1983), there are five dimensions with 25 questions that describe the determination of individual student self-efficacy, namely self-assessment, career information, goal selection, planning, and problem solving.
Table 3: Summary of Career Decision Self-Efficacy Models (CDSE)
Self-Efficacy (CDSE) Item
Self-Appraisal 5, 9, 14, 18, 22
Occupational Information 1, 10, 15, 19, 23
Goal Selection 2, 6, 11, 18, 20
Planning 3, 7, 12, 21, 24
Problem-Solving 4, 8, 13, 17, 25
(Career Decision Self-Efficacy Model by Betz & Taylor, 1983)
3.2 The Importance of Self-Efficacy Studies on STEM Education
The importance of research on the role of student self-efficacy in STEM has been mentioned by many researchers. For example, the study by Ogutu, Odera, and Maragia (2017) found that the biggest barrier for adolescents is not being able to make clear career decisions. In the study of Falco and Summer (2019), it is argued that the level of self-efficacy among students can be improved in school. The study of Zulyna and Faridah found that there is a significant relationship between self-efficacy and motivation of students in school towards STEM. The study of Nurul Atiqah and Roslinda (2021) investigated the influence of self-efficacy as a factor of mastery of school subjects STEM. The results of their study showed that there is a significant difference between mastery of mathematics and self-efficacy as a factor of mastery of STEM learning in school.
A study conducted by Nor Syazila, Wan Marzuki, and Nurazidawati (2021) examined the influence of self-efficacy and career maturity on the aptitude of elementary school students.
The results of the study show that there is a significant relationship between career maturity and students' self-efficacy at this level. A study by Fazilah, Umi Kalthom, and Ahmad Fauzi (2020) investigates the self-efficacy factors in the career field STEM for high school students.
The results of their study show that the influence of self-efficacy in science subjects and in developing a career interest in STEM is very high in high school. Loh, Wan Marzuki, Ahmad Fauzi, Tajularipin, and Borhanudin (2019) also investigated the relationship between self- efficacy and career choice among private high school students in Malaysia. The results of the study show that the level of self-efficacy in career decisions is at a moderate level. Therefore, to increase the level of self-efficacy, interventions to increase career self-efficacy need to be improved, especially in the area of STEM careers in schools. In summary, the results of a study
on the role and factors of self-efficacy in relation to careers in STEM schools are based on the results of the previous study.
Figure 1: A Conceptual Framework of Self-Efficacy on STEM Career Interest
4. Agenda and Future Research
4.1 Planning and Aligning Self-Efficacy in STEM
Self-efficacy, especially in terms of career orientation of students interested in STEM, has been shown to be unsatisfactory. Reality shows that 72.1 percent (Department of Statistics Malaysia, 2022) of SPM graduates do not continue their studies at a higher level. Therefore, there is a clear need to strengthen the self-efficacy assessment of this group to ensure that they have high confidence in career opportunities and careers in the field STEM.
4.2 Self-efficacy and STEM studies
The ability to improve career self-efficacy in the STEM field can overcome students' perceptions and lack of confidence in their involvement in the field. Therefore, further research on self-efficacy, especially on increasing self-confidence, skills and abilities in the field STEM can be improved if efforts are made to increase self-efficacy at the school level in Malaysia, especially in the community of students.
References
Academy of Science Malaysia. (2017). Science Outlook Report. Converging Towards Progressive Malaysia 2050. Research and Policy Recommendations Documents.
Retrieved by 14 September 2022 at https://www.akademisains.gov.my/asm- publication/science-outlook-report-2017/
Ahmad, Z. K. (2017). Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia. MATEC Web of Conferences 87. Universiti Sains Malaysia, Malaysia: EDP Sciences.
Amirah, A. R., Mohd Jasmy, A, R., Siti Adilah, M. A., Noraina Ayu, R., & Norkamaliah, D.
(2018). STEM Applications in Teaching and Facilitation in Rural Schools:
Opportunities and Challenges. International Conference on Education and Regional Development (ICERD 3RD), “Curiculum for Millenial Generation in Disruptive Era and 4.0 Industrial Revolutions.” Bandung, Indonesia.
Bandura, A. (1986). Social foundations of thoughts and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice Hall.
Self Efficac
y
Career Interest Survey
Science
Technolog y
Engineering
Mathematics
Bandura, A. (1993). Perceived Self-Efficacy In Cognitive Development and Functioning.
Educational Psychologist, 28(2), 117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company.
Bandura, A. (2000). Self-efficacy: Foundation of Agency. Control of Human Behavior Mental Processes and Consciouness, 17-33. Mahwah, NJ: Lawrence Erlbaum.
Betz, N. E., & Hackett, G. (1981). The relationship of career-related self-efficacy expectations to perceived career options in college women and men. Journal of Counseling Psychology, 28(5), 399–410. https://doi.org/10.1037/0022- 0167.28.5.399.
Betz, N. E., & Hackett, G. (1986). Applications of self-efficacy theory to understanding career choice behavior. Journal of Social and Clinical Psychology, 4, 279-289.
Black, S. E., Muller, C., Spitz-Oener, A., He, Z., Hung, K., & Warren, J., R. (2021). The importance of STEM: High school knowledge, skills and occupations in an era of growing inequality, Research Policy, 50 (7), ISSN 0048-7333.
Choi, B. Y., Park, H., Yang, E., Lee, S. K., Lee, Y., & Lee, S. M. (2011). Understanding Career Decision Self-Efficacy: A Meta-Analytic Approach. Journal of Career Development, 39(5), 443–460. https://doi.org/10.1177/0894845311398042
Clyton D & Moses K. (2017). Implementation of STEM Curriculum in Rural Secondary Schools in Zimbabwe: Limits and Possibilities. Journal of Emerging Trends in Educational Research and Policy Studies, 8(1), 11-15.
Department of Statistics Malaysia (DOSM). (2022). Survey: 72.1% of M’sians not keen on higher education after SPM, want to work as influencers or in gig economy instead.
Retrived by 12 September 2022 at
https://www.dosm.gov.my/v1/uploads/files/5_Gallery/2_Media/4_Stats%40media/1 _General%20News/2022/08.%20OGOS/3%20Ogos-General%204-
Wau%20Post.pdf.
Falco, L. D., & Summers, J. J. (2019). Improving Career Decision Self-Efficacy and STEM Self-Efficacy in high school girls: Evaluation of an intervention. Journal of Career Development, 46(1), 62-76. DOI: 10.1177/0894845317721651.
Fazilah, R., Umi Kalthom, A., & Ahmad Fauzi, M. A. (2020). STEM Education in Malaysia towards Developing a Human Capital through Motivating Science Subject.
International Journal of Learning, Teaching and Educational Research, 19(5).
doi.org/10.26803/ijlter.19.5.25.
Gushue, G. V., Clarke, C. P., Pantzer, K. M., & Scanlan, K. R. (2006). Self-efficacy, perceptions of barriers, vocational identity, and the career exploration behavior of Latino high school students. The Career Development Quarterly, 54, 307–317.
Hartmann, F. G., & Ertl, B. (2021). Big five personality trait differences between students from different majors aspiring to the teaching profession. Current Psychology, 1-17, http://doi.org/10.1007/s12144-021-02528-3.
Kennedy, T., & Sundberg, C. W. (2020). Science education in theory and practice: An introductory guide to learning theory. Springer International Publishing, 479-496.
Loh, S. W., Wan Marzuki, W. J., Ahmad Fauzi, M. A., Tajularipin, S., & Borhanudin, A.
(2019). Relationship between Career Decision-Making Self-Efficacy, Career Optimism and Career Decision-Making Difficulties among students in private secondary school. International Journal of Innovation, Creativity, and Change, 10(1), 221-244.
Ministry of Education. (2016). Guide to the Implementation of Science, Technology, Engineering, and Mathematics (STEM) in teaching and learning. Curriculum Development Division Putrajaya. ISBN: 976-967-420-093-0.
Nauta, M. M., & Kahn, J. H. (2007). Identity Status, Consistency and Differentiation of Interests, and Career Decision Self-Efficacy. Journal of Career Assessment, 15(1), 55–65. https://doi.org/10.1177/1069072705283786
Nor Syazila, A. R., Wan Marzuki, W., & Nurazidawati, M. A. (2021). Career maturity and career decision-making self-efficacy as predictors of career adaptability among students in foundation program, Universiti Putra Malaysia. Asian Journal of University Education, 17(4), 464-477. https://doi.org/10.24191/ajue.v17i4.16181.
Nur Hidayah, A., & Mastura, T. S. (2018). Project-Based Learning Methods to Improve the Level of Critical Thinking Skills of Form 4 Students on the Dynamic Ecosystem Topic. Proceedings of the 2018 Public University Education Dean's Council National Seminar. ISBN 978-967-2231-03-5.
Ogotu, J. P., Odera, P., & Maragia, S. N. (2017). Self-Efficacy as a Predictor of Career Decision Making among Secondary Students in Busia County, Kenya. Journal of Education and Practice, 8(11), 20-29. ISSN 2222-1735.
Ong, E. T., Govindasamy, D., Singh, C. K., et al., (2021). The 5E inquiry learning model: Its effect on the learning of electricity among Malaysian students. Cakrawala Pendidikan, 40, (1). doi:10.21831/cp.v40i1.33415
Taylor, K. M., & Betz, N. E. (1983). Applications of self-efficacy theory to the understanding and treatment of career indecision. Journal of Vocational Behavior, 22(1), 63–81.
https://doi.org/10.1016/0001- 8791(83)90006-4.
Wilma, N., & Mohd Jasmy, A. R. (2015). ICT Literacy Skills among Iban students in rural Sibu, Sarawak: Proceeding: 7th International Seminar on Regional Education, November 5-7, 2015, Educational Community and Cultural Diversity, (1), 606-612.
Zulyna, Z., & Faridah, M. K. (2021). The Relationship between Self-Efficacy and Motivation on the Academic Achievement of Female Students Majoring in STEM. Malaysian Journal of Social Science and Humanities, 6(3), 180-190.
doi.org/10.47405/mjssh.v6i3 .716.
Zhongming, Z., Linong, L., Xiaona, Y., Wangqiang, Z., & Wei, L. (2016). Ministry of Science, Technology, and Innovation (MOSTI), Malaysia [06-02-10-SF0195]. Retrieved from 19 September 2022. https://www.mosti.gov.my/web/en/corporate- profile/management/ menteri/
