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The effectiveness of science, technology, engineering and mathematics

(STEM) learning approach among secondary school students

Conference Paper · September 2016

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 THE EFFECTIVENESS OF SCIENCE, TECHNOLOGY, ENGINEERING AND
MATHEMATICS (STEM) LEARNING APPROACH AMONG SECONDARY SCHOOL
STUDENTS

Priscilla Lo Khai Chien

Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
kaizhen1229@gmail.com

Denis Andrew D. Lajium

Faculty of Psychology and Education
Universiti Malaysia Sabah
Kota Kinabalu, Malaysia
denisadl@ums.edu.my

Abstract

STEM education is getting popular in all over the countries. In order to succeed in this new
information-based and highly technological society, students need to develop their
capabilities in STEM to levels much beyond what was considered acceptable in the past.
However, according to the reports by TIMSS and PISA, the performance of the students in
Malaysia did not meet the minimum proficiency levels in Science and Mathematics subjects.
The purpose of this research is to investigate whether STEM learning approach helps to
improve students’ achievement in acid and base topic, to investigate if STEM learning
approach helps to improve students’ higher order thinking skills, and to study the perceptions
of students towards STEM learning approach compared to the traditional style of learning
approach. This research will be conducted based on quantitative methodology with one-to-
one interview design. The discussion will be driven by the ways to improve STEM education.
It will conclude with recommendations for how to motivate more Malaysian students to know
more about STEM education. This research is to be done to ensure that to be really success
in the educational field, students are well-prepared with the knowledge and skills required to
meet the challenges of the world that is being transformed especially during this 21st century
specifically in Malaysia.

Keywords: STEM education, higher order thinking skills

INTRODUCTION

The aspiration of the nation to become an industrialized society depends on science and
technology. It is envisaged that success in providing quality science education to Malaysians
from an early age will serve to spearhead the nation into becoming a knowledge society and
a competitive player in the global arena. In order to keep Malaysia globally competitive in
education, Science, Technology, Engineering, and Mathematics (STEM) education is really
important and needed to keep up with today’s developments.

In Malaysia, there are several goals that have been planning to be achieved in the
ministry of education. According to the Ministry of Education (2013), the ministry will ensure
that it prepares students with the skills required to meet the challenges of a world that is
being transformed by the applications of Science, Technology, Engineering and
Mathematics (STEM). According to Jamaluddin Muhammad (2014), Malaysia aims for 60
percent of its children and young people to take up Science, Technology, Engineering and
95
Mathematics (STEM) education and career for a better future of the country. Accordingly, the
Malaysian government instituted the 60:40 Science/Technical: Arts (60:40) Policy in
education in 1967 and started implementing it in 1970 (Ministry of Education, 2013).
Malaysia places great importance on education as a means of becoming a developed nation
to meet the challenges and demands of a STEM driven economy, by 2020 (Ministry of
Education, 2013).

The science curriculum aims at producing active learners. To this end, students are
given ample opportunities to engage in scientific investigations through hands-on activities
and experimentations. Through that, the classroom is no longer teacher-centered classroom
which is by using the traditional teaching methods. In a traditional classroom setting,
students are made to sit passively while the teacher delivers a lecture (Mirza, 2012).
Teacher and instructor-centered learning is an inefficient solution for education as students'
focus is set in the wrong direction which the students just sit inside the classroom and listen
but without go into deeper in understanding and absorbing concepts.

Therefore, STEM lessons are introduced in this research to replace the traditional
teaching method which enables the students to participate actively in the classroom. Not
only student-teacher interaction is encouraged to occur, but also student-student interaction.
It is assumed that the student can participate actively in developing their understanding and
the acquisition knowledge in the teaching and learning process in this research.

For Malaysian Certificate of Education level, or we called Sijil Peperiksaan Malaysia

(SPM) in Malay, there are fifteen chapters overall which consists of nine chapters for the
Form Four and five chapters for the Form Five in the subject Chemistry. Acid and base is the
seventh chapter in Form Four curriculum specifications. In order to develop the cognitive
skills among the students, STEM learning approach is used in the chapter of Acid and Base
in this research. Research about cognitive domain reveals that students learn better when
they actively engage in the learning process (Aydogdu, 2012). STEM learning approach can
lead students about how to reach information sources, how to obtain knowledge, how to
evaluate knowledge and how to acquire knowledge through life experiences and use it in
problem solving can be applied.

STATEMENT OF THE PROBLEM

Despite the noticeable gains on national exams observed over the years, the Education
Blueprint notes that the gap between Malaysia and other countries on international
assessment tests such as the TIMSS and PISA are widening; in TIMSS the score dropped
considerably between 1999 and 2007, and in PISA, Malaysia was ranked in the bottom third
of all participating countries in both the 2009 and the 2012 PISA (Malaysia Education for All
2015 National Review, 2015).

From the performance in TIMSS and PISA, we realized that the overall ranking was
still below OECD’s average thus Malaysia’s overall ranking was 52nd place out of 65
participating countries. This related to the utilization of higher order thinking skills among the
students. The ability to think critically is an essential life skill in Malaysia society today; as the
world changes at an ever-faster pace and economies become global. It is imperative that we
train 21st century students to be creative and flexible in a rapidly changing world (Vanada,
2010).
Successful innovation and scientific literacy depend on equipping future generations
with a solid knowledge base in the core STEM areas combined with the thinking tools and
strategies to understand complex situations and provide solutions (Oroszlan, 2007).
However, according to Noor (2008), there is a lack of higher order thinking ability among
96
students and there is a need to prepare students for future effective problem solver,
thoughtful decision maker and life-long learning. These are, however, particularly important
skills in STEM-related fields that often require deep engagement with dynamic, complex
content which requires a high degree of critical-thinking and problem-solving abilities
(Oroszlan, 2007).

Even though STEM education has introduced in Malaysia, but it is found that not
every school is using it. There are several factors underlying the declining enrollment and
quality of student outcomes in STEM. One of the factors within the Ministry’s purview is the
limited awareness about STEM (Ministry of Education, 2013). There is a general lack of
awareness among students and parents of the value of STEM learning and its relevance to
everyday life (Ministry of Education, 2013). The 2008 survey conducted by the Malaysian
Science and Technology Information Centre (MASTIC) found that public awareness of
selected science and technology facts such as “the center of the earth is very hot” and “all
radioactivity is man-made” is lower in Malaysia compared to USA, Europe, South Korea, and
India (Ministry of Education, 2013). This shows that students nowadays are not familiar with
STEM approach of learning. Therefore, in this research, students will experience the process
of learning through STEM approach.

One of the problems occurred in the implementation of STEM education in Malaysia

is the limited awareness about the importance of ‘Technology’ and ‘Engineering’ process in
STEM education. A recent survey on the “perception of STEM” found that most
professionals in STEM-related fields lacked an understanding of the acronym STEM (Bybee,
2010). STEM can have different meaning to different people (White, 2014).

People often misunderstand about the real meaning of STEM. One of the
misconceptions identified as a barrier to STEM education was “STEM education consists
only of the two bookends – science and mathematics.” (Hays Blaine Lantz, Jr., 2009).
People often interpret the meaning of STEM as science and mathematics only. Seldom does
it refer to technology or engineering, and this is an issue that must be remedied (Bybee,
2010).

OBJECTIVES OF THE STUDY

As an account for the aim of this research, there are three objectives of the research. The
first objective is to investigate the achievement levels of students in the acid and base topic
by using STEM learning approach. The application of STEM lessons through that topic
challenge the students to learn through engagement in real problem. They are given the
responsibility for their own acquisition of knowledge. There is also sharing of authority and
acceptance of responsibility among the groups which enhance the collaborative learning
among the students. At the end of the implementation, tests will be given out to the students
to test their understanding about the topic. The achievement levels of students in terms of
gaining accomplishments can be determined through the tests. Through this, the first
research question (RQ1) – ‘‘Would STEM education improve students’ achievement in acid
and base topic?’’, would be answered.

The second objective is to investigate whether STEM learning approach helps to

improve the higher order thinking skills of the students. Various science higher order thinking
skill questions will be tested on the students in this study. This objective would address the
second research question (RQ2): Would STEM education improve students’ higher order
thinking skills?

97
 Besides that, the third objective is to study the perceptions of students towards
STEM learning approach compared to the traditional learning approach. One-to-one
interview will be used to study the perceptions of the students. Students will be asked if they
can understand the contents of the topic between, through STEM learning approach or
traditional learning approach. Through this, the third research question (RQ3) – ‘‘What are
the perceptions of students towards STEM learning approach compared to the traditional
style of learning approach?’’, would be answered.

RESEARCH QUESTIONS

There are three questions that are set for this research. The questions are as below:

RQ1 Would STEM education improve students’ achievement in acid and base topic?

RQ2 Would STEM education improve students’ higher order thinking skills?

RQ3 What are the perceptions of students towards STEM learning approach compared to
the traditional style of learning approach?

LITERATURE REVIEW
Stem Education

STEM had its origins in the 1990s at the National Science Foundation (NSF) and has been
used as a generic label for any event, policy, program, or practice that involves one or
several of the STEM disciplines (Bybee, 2010). This approach to education is designed to
revolutionise the teaching of subject areas such as mathematics and science by
incorporating technology and engineering into regular curriculum by creating a “meta-
discipline” where meta-discipline refers to an approach, a set of general principles and
specific tools and techniques, rather than a subject area in its own right and it can be applied
within many different fields.

The ‘S’ in STEM stands for ‘Science’. It can be defined as the study of the natural
world that includes observable and measurable phenomena within the universe (Reeve,
2013). While the ‘T’ in STEM stands for ‘Technology’. Technology is about human innovation
in action and it is everywhere (Reeve, 2013). Next, the ‘E’ in STEM stands for ‘Engineering’.
Engineering is the profession in which a knowledge of the mathematical and natural
sciences gained by study, experience, and practice is applied with judgment to develop ways
to utilize economically the materials and forces of nature for the benefit of humankind
(Accreditation Board for Engineering and Technology - ABET) (Reeve, 2013). Lastly, the ‘M’
in STEM stands for ‘Mathematics’. Mathematics is the science of patterns and relationships
and provides an exact language for technology, science, and engineering (Reeve, 2013).

Implementation of STEM Education in the Various Countries

In countries like Scotland, STEM education also has been implemented in the schools. In the
classroom, increasing young people’s engagement and understanding of practical STEM
has the potential to make a marked difference in their enjoyment of science lessons
(Scottish Government, 2012).

Apart from Scotland, STEM also has been successfully implemented in country like
Korea. Apparently Korean students have made outstanding achievements in mathematics
and science, according to international student assessment results, TIMSS (Trends in
98
International Mathematics and Science Study) and PISA (Programme for International
Student Assessment). In addition, South Korea emphasizes the use of technology in the
classroom. Classrooms in South Korea are packed with technology. Technologies such as
computers, internet, LCD screens and smart boards are really helpful in the teaching
process and provide students with more knowledge as well.

Furthermore, STEM education has also implemented in United States. Americans

are at or near the top of a number of countries in terms of their belief in the importance of
STEM and what it can do today and will do in the future (Maltese, Lung, Potvin, & Hochbein,
2012). However, the United States is losing its competitive edge in mathematics and science
while the rest of the world soars ahead (National Math + Science Initiative, 2016). Possible
solution that can be taken to improve the performance in United States including "empower
our teachers to be able to show kids that STEM is fun," suggested Cindy Moss, director of
Global STEM Initiatives (Fraser, 2013).

Learning Suitable Approaches that used in STEM Education

Learning approaches such as inquiry based learning and project based learning are the
most common used approach embedded in STEM education in the schools.

Inquiry-based learning is an instructional style based on the idea that learning may
be facilitated by giving students the opportunity to explore an idea or question on their own
(Reeve, 2013). Inquiry-based Learning (IBL) is a student-centred, active learning approach
focusing on questioning, critical thinking, and problem solving. STEM education should
emphasize using “inquiry-based learning” (Reeve, 2013).

On the other hand, Project-based Learning (PBL) is another approach that can be
embedded in STEM. PBL aims to focus on solving a problem by developing a product or
creation. One of the hallmarks of PBL in STEM is authenticity, solving real world problems
as actual teams of scientists and engineers might do in their jobs. Students collaborate with
one another as they identify problems and analyze data.

STEM Education and the Students’ Academic Performance

Students who attended STEM school have a better academic performance than students
who did not attend. A particularly striking difference is the students’ prior academic
performance in STEM (Wiswall, Stiefel, Ellen, & Boccardo, 2014). Students who attend
STEMs have much higher average 8th grade Reading and Mathematics z-scores than those
who attend non-STEMs (Wiswall et al., 2014). These significant different on the scores
clearly indicate that the average student in a STEM school is markedly different from one in
a non-STEM school.

Furthermore, research on the impact of a STEM Program on academic achievement

of eighth grade students in a South Texas Middle School shows that eighth grade students
in the STEM program would outperform the eighth grade students in the non-STEM program
on the basis of academic achievement in mathematics, science, and reading (Olivarez,
2012). Students who perceived STEM learning approach will perform better in mathematics,
science and reading might due to their ability to think critically and creatively. They are being
trained to solve problems independently compared to the non-STEM students.

Higher Order Thinking Skills

Higher Order Thinking Skills (HOTS) is the highest level in the hierarchy of cognitive
processes (Yee et al., 2015). HOTS happens when someone gets new information, keep in
99
memory and compile, link to existing knowledge and generate this information to achieve a
goal or solve a complicated situation (Yee et al., 2015). Students who are trained to think
demonstrate a positive impact on the development of their education (Yee et al., 2015).

STEM Education and Higher Order Thinking Skills

In model STEM classrooms, students are continually engaged in rigorous instruction. This
may look different in individual classrooms. However, higher order thinking skills are always
observed. STEM students’ application of knowledge and skills sets them apart from other
students. They do not simply “fill in the blanks.” They take their understandings and apply
them by creating new solutions to complex problems. These students are proficient in
applying, creating, evaluating and critical thinking. In other words, active learning occurs in
the classroom.

Constructivist Theory of Learning

Constructivism is the philosophy of learning that proposes learners need to build their own
understanding of new ideas. Through the constructivist theory of learning, students will be
actively involved, rather than being passive listeners. Students will be able to create
organizing principles that they can take with them to other learning settings. Constructivism
also gives students ownership of what they learn, since learning is based on students'
questions and explorations, and often the students have a hand in designing the
assessments as well. Students are also more likely to retain and transfer the new knowledge
to real life. Furthermore, Constructivism promotes social and communication skills by
creating a classroom environment that emphasizes collaboration and exchange of ideas.
Students must learn how to articulate their ideas clearly as well as to collaborate on tasks
effectively by sharing in group projects.

Social Constructivism

Russian psychologist Lev Vygotsky, believed that knowledge was constructed through
dialogue and interaction with others (Vygotsky, 1978). He argued that knowledge is co-
constructed in a social environment and that in the process of social interaction, people use
language as a tool to construct meaning (Churcher, Downs & Tewksbury, 2014). The ability
to learn through dialogue and interaction with others is central to knowledge generation
(Churcher et al., 2014). Student-student interactions are encouraged during the STEM
lessons so that students can construct their own understanding themselves.

Collaborative Learning

Collaborative learning is based on the idea that learning is a naturally social act in which the
participants talk among themselves (Gerlach, 1994). It is through the conversation among
themselves that learning occurs. In the collaborative learning environment, the learners are
challenged both socially and emotionally as they listen to different perspectives, and are
required to articulate and defend their ideas (Laal and Laal, 2012). In so doing, the learners
begin to create their own unique conceptual frameworks and not fully rely on teacher in the
classroom. For example, by working together in tutorial groups, students develop
interpersonal skills and learn how to become good collaborators (Loyens, 2008).

5E Learning Model

The 5E Learning Cycle involves learning something new, or attempting to understand

something familiar in greater depth (Acisli, Yalcin, & Turgut, 2011). The 5E model is divided
into 5 sessions including Engagement, Explanation, Exploration, Elaboration and Evaluation
100
(Fazelian, Ebrahim, & Soraghi, 2010). Roger By bee, introduced it at the beginning of the
80s (Fazelian et al., 2010).

CONCEPTUAL FRAMEWORK

In this research, the independent variable is the intervention of traditional learning approach
to STEM learning approach and the dependent variable is students’ achievement in the acid
and base topic and the critical and creative thinking skills of the students. Both the
intervention of traditional lessons to STEM lessons and the students’ interest towards
science learning are conceptually dependent. The conceptual framework for this research is
described in the Figure 1.

Figure 1: Conceptual Framework of using STEM Learning Approach in compliance

with the 5E Learning Model to investigate the Students’ Achievement Level towards
the Topic of ‘Acid and Base’ and the Higher Order Thinking Skills of the Students

Achievement
STEM Learning Approach
5E
Learning Model Higher Order Thinking
Skills

101
 METHODOLOGY

In this design, which uses two groups of students, one group is given the treatment and the
results are gathered at the end. The control group receives no treatment, over the same
period of time, but undergoes exactly the same tests. This design is used in this research to
investigate the effectiveness of the intervention of STEM learning approach towards
students’ achievement level and their higher order thinking skills. Hence, this research is
more properly described as quasi-experimental in design, where the control and treatment
group are chosen purposively. The population involved in this research is the Form Four
students in Kota Kinabalu. The sample involved in this experiment is the Form Four
students of Shan Tao secondary school, Kota Kinabalu. Only one class is involved in the
study, which is the class with students who takes Chemistry. All of the students in the class
are given the same opportunity and selected to be the sample.

CONCLUSION

This concept paper intends to investigate the achievement levels of students in the acid and
base topic by using STEM learning approach. Besides that, it is also aims to investigate
whether STEM learning approach helps to improve the higher order thinking skills of the
students. In addition, the perceptions of students towards STEM learning approach
compared to the traditional learning approach will also be studied. The proposed framework
will be used as a guide in conducting further studies in the future. The findings of this study
may contribute as a guide to improve science education and to ensure that students need to
be well-prepared with the knowledge and skills in order to be succeeded in the educational
field.

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