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Primary and Secondary School Students Perspective on Kolb-based STEM Module and Robotic Prototype

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@article{IJASEIT6794,
   author = {Noor Faridatul Ainun Zainal and Rosseni Din and Nazatul Aini Abd Majid and Mohammad Faidzul Nasrudin and Abdul Hadi Abd Rahman},
   title = {Primary and Secondary School Students Perspective on  Kolb-based STEM Module and Robotic Prototype},
   journal = {International Journal on Advanced Science, Engineering and Information Technology},
   volume = {8},
   number = {4-2},
   year = {2018},
   pages = {1394--1401},
   keywords = {Robotic Module; STEM education; Game-based learning; Student Perception; Interest.},
   abstract = {

The aim of this paper is to assess students' perceptions of their competency and interests in Science, Technology, Engineering and Mathematics (STEM) throughout Malaysia. These perceptions are obtained during and after they were engaged in using a STEM module and building a robotic prototype that was in line with the STEM teachers' specification, and was conducted at the National Science Centre, Malaysia. This activity was undertaken because the target ratio for the number of students enrolling in STEM programs is not met. The developed STEM module is based on four stages of the learning cycle in Kolb's experiential learning theory. The stages are Concrete Experience, Reflective  Observation, Abstract Conceptualization, and Active Experimentation. These stages have five key educational activities which are watching videos, reading modules, assembling robotic components, drag and drop using blockly software and lastly playing a robotic game.  The key element of the activities is the utilisation of a robotic prototype as the main component in increasing the students’ interest in STEM via games. This module was evaluated in both qualitative and quantitative case studies of students to inform teachers’ perceptions of the developed modules and robotic prototypes. Data were collected through two training events at a science exhibition at the National Science Centre and taken from two distinct groups, namely primary and secondary school students in range 11 to 15 year old. The evaluation comprised of five areas which were interaction, engagement, challenge, competency and interest. The results show that developed module and robotic prototype based n teacher’s perception received positive response from the respondents. It can efficiently raise students’ interest in STEM that meets the Malaysia Education Blueprint 2013-2025. 

},    issn = {2088-5334},    publisher = {INSIGHT - Indonesian Society for Knowledge and Human Development},    url = {http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=6794},    doi = {10.18517/ijaseit.8.4-2.6794} }

EndNote

%A Zainal, Noor Faridatul Ainun
%A Din, Rosseni
%A Abd Majid, Nazatul Aini
%A Nasrudin, Mohammad Faidzul
%A Abd Rahman, Abdul Hadi
%D 2018
%T Primary and Secondary School Students Perspective on  Kolb-based STEM Module and Robotic Prototype
%B 2018
%9 Robotic Module; STEM education; Game-based learning; Student Perception; Interest.
%! Primary and Secondary School Students Perspective on  Kolb-based STEM Module and Robotic Prototype
%K Robotic Module; STEM education; Game-based learning; Student Perception; Interest.
%X 

The aim of this paper is to assess students' perceptions of their competency and interests in Science, Technology, Engineering and Mathematics (STEM) throughout Malaysia. These perceptions are obtained during and after they were engaged in using a STEM module and building a robotic prototype that was in line with the STEM teachers' specification, and was conducted at the National Science Centre, Malaysia. This activity was undertaken because the target ratio for the number of students enrolling in STEM programs is not met. The developed STEM module is based on four stages of the learning cycle in Kolb's experiential learning theory. The stages are Concrete Experience, Reflective  Observation, Abstract Conceptualization, and Active Experimentation. These stages have five key educational activities which are watching videos, reading modules, assembling robotic components, drag and drop using blockly software and lastly playing a robotic game.  The key element of the activities is the utilisation of a robotic prototype as the main component in increasing the students’ interest in STEM via games. This module was evaluated in both qualitative and quantitative case studies of students to inform teachers’ perceptions of the developed modules and robotic prototypes. Data were collected through two training events at a science exhibition at the National Science Centre and taken from two distinct groups, namely primary and secondary school students in range 11 to 15 year old. The evaluation comprised of five areas which were interaction, engagement, challenge, competency and interest. The results show that developed module and robotic prototype based n teacher’s perception received positive response from the respondents. It can efficiently raise students’ interest in STEM that meets the Malaysia Education Blueprint 2013-2025. 

%U http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=6794 %R doi:10.18517/ijaseit.8.4-2.6794 %J International Journal on Advanced Science, Engineering and Information Technology %V 8 %N 4-2 %@ 2088-5334

IEEE

Noor Faridatul Ainun Zainal,Rosseni Din,Nazatul Aini Abd Majid,Mohammad Faidzul Nasrudin and Abdul Hadi Abd Rahman,"Primary and Secondary School Students Perspective on  Kolb-based STEM Module and Robotic Prototype," International Journal on Advanced Science, Engineering and Information Technology, vol. 8, no. 4-2, pp. 1394-1401, 2018. [Online]. Available: http://dx.doi.org/10.18517/ijaseit.8.4-2.6794.

RefMan/ProCite (RIS)

TY  - JOUR
AU  - Zainal, Noor Faridatul Ainun
AU  - Din, Rosseni
AU  - Abd Majid, Nazatul Aini
AU  - Nasrudin, Mohammad Faidzul
AU  - Abd Rahman, Abdul Hadi
PY  - 2018
TI  - Primary and Secondary School Students Perspective on  Kolb-based STEM Module and Robotic Prototype
JF  - International Journal on Advanced Science, Engineering and Information Technology; Vol. 8 (2018) No. 4-2
Y2  - 2018
SP  - 1394
EP  - 1401
SN  - 2088-5334
PB  - INSIGHT - Indonesian Society for Knowledge and Human Development
KW  - Robotic Module; STEM education; Game-based learning; Student Perception; Interest.
N2  - 

The aim of this paper is to assess students' perceptions of their competency and interests in Science, Technology, Engineering and Mathematics (STEM) throughout Malaysia. These perceptions are obtained during and after they were engaged in using a STEM module and building a robotic prototype that was in line with the STEM teachers' specification, and was conducted at the National Science Centre, Malaysia. This activity was undertaken because the target ratio for the number of students enrolling in STEM programs is not met. The developed STEM module is based on four stages of the learning cycle in Kolb's experiential learning theory. The stages are Concrete Experience, Reflective  Observation, Abstract Conceptualization, and Active Experimentation. These stages have five key educational activities which are watching videos, reading modules, assembling robotic components, drag and drop using blockly software and lastly playing a robotic game.  The key element of the activities is the utilisation of a robotic prototype as the main component in increasing the students’ interest in STEM via games. This module was evaluated in both qualitative and quantitative case studies of students to inform teachers’ perceptions of the developed modules and robotic prototypes. Data were collected through two training events at a science exhibition at the National Science Centre and taken from two distinct groups, namely primary and secondary school students in range 11 to 15 year old. The evaluation comprised of five areas which were interaction, engagement, challenge, competency and interest. The results show that developed module and robotic prototype based n teacher’s perception received positive response from the respondents. It can efficiently raise students’ interest in STEM that meets the Malaysia Education Blueprint 2013-2025. 

UR - http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=6794 DO - 10.18517/ijaseit.8.4-2.6794

RefWorks

RT Journal Article
ID 6794
A1 Zainal, Noor Faridatul Ainun
A1 Din, Rosseni
A1 Abd Majid, Nazatul Aini
A1 Nasrudin, Mohammad Faidzul
A1 Abd Rahman, Abdul Hadi
T1 Primary and Secondary School Students Perspective on  Kolb-based STEM Module and Robotic Prototype
JF International Journal on Advanced Science, Engineering and Information Technology
VO 8
IS 4-2
YR 2018
SP 1394
OP 1401
SN 2088-5334
PB INSIGHT - Indonesian Society for Knowledge and Human Development
K1 Robotic Module; STEM education; Game-based learning; Student Perception; Interest.
AB 

The aim of this paper is to assess students' perceptions of their competency and interests in Science, Technology, Engineering and Mathematics (STEM) throughout Malaysia. These perceptions are obtained during and after they were engaged in using a STEM module and building a robotic prototype that was in line with the STEM teachers' specification, and was conducted at the National Science Centre, Malaysia. This activity was undertaken because the target ratio for the number of students enrolling in STEM programs is not met. The developed STEM module is based on four stages of the learning cycle in Kolb's experiential learning theory. The stages are Concrete Experience, Reflective  Observation, Abstract Conceptualization, and Active Experimentation. These stages have five key educational activities which are watching videos, reading modules, assembling robotic components, drag and drop using blockly software and lastly playing a robotic game.  The key element of the activities is the utilisation of a robotic prototype as the main component in increasing the students’ interest in STEM via games. This module was evaluated in both qualitative and quantitative case studies of students to inform teachers’ perceptions of the developed modules and robotic prototypes. Data were collected through two training events at a science exhibition at the National Science Centre and taken from two distinct groups, namely primary and secondary school students in range 11 to 15 year old. The evaluation comprised of five areas which were interaction, engagement, challenge, competency and interest. The results show that developed module and robotic prototype based n teacher’s perception received positive response from the respondents. It can efficiently raise students’ interest in STEM that meets the Malaysia Education Blueprint 2013-2025. 

LK http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=6794 DO - 10.18517/ijaseit.8.4-2.6794