scholarly journals Promoting Students’ Interest, Attitude and Intrinsic Motivation Towards Learning STEM Through Minimalist Robot Education Programme

2020 ◽  
Vol 4 (1) ◽  
pp. 41
Author(s):  
Nur Lisa Zaharin ◽  
Sabariah Sharif ◽  
Soon Singh Bikar Singh ◽  
Rosy Talin ◽  
Muralindran Mariappan ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Driving Forces ◽  
Education Programme ◽  
P Value ◽  
Software Training ◽  
Science Technology ◽  
Significant Difference ◽  
Alternative Hypotheses ◽  
And Mathematics ◽  
Educational Modules

Intrinsic motivation is one of the main driving forces for students’ interest and attitude towards learning STEM subjects such as Science, Technology, Engineering and Mathematics (STEM). Unfortunately, students’ interestand attitude towards STEM subjects are on the decline. A continued decline, if unchecked, will affect the number of students’ enrolment into the STEM fields. This study was conducted to investigate the students’ interest, attitude and intrinsic motivation towards learning STEM subjects by appraising the pro educational modules that include assembling and dismantling the minimalist robots and by providing software training to the students. The results of hypothesis testing of P-value generated via Statistical Packages of Social Sciences (SPSS) v2.5 indicate the effectiveness of Minimalist Robot Education Programme. The students’ interest, attitude and intrinsic motivation show a significant difference towards the learning of STEM. The findings also show that all the alternative hypotheses: (1) students’ interest towards learning STEM is increased as a result of participating in the Minimalist Robotic Education Programme; (2); students’ attitude towards learning STEM increased as a result of participating in the Minimalist Robotic Education Programme and (3) students’ intrinsic motivation towards learning STEM increased as a result of participating in the Minimalist Robotic Education Programme set for this study.These favorable findings can be a platform for advocating the application of robotics in the Malaysian curricula.

scholarly journals Exploring Effects of Science-Technology-Society Instructional Approach as an Innovation in Improving Learners’ Interest in Chemistry

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Benson Ikechukwu Igboanugo
Keyword(s):  
Treatment Group ◽  
Education Programme ◽  
Control Group ◽  
Instructional Approach ◽  
Control Group Design ◽  
Chemistry Instruction ◽  
Science Technology Society ◽  
Science Technology ◽  
Significant Difference ◽  
Research Questions

Continuous dwindling in learners’ interest in chemistry is a threat to global development. The abstract nature of chemistry and other factors are capable of damping the interest of the learner during instruction which can mar the realization aims and objectives of chemistry instruction.  The learning environment is shaped by the instructional approaches adopted by the teacher. Thus, the use of innovative instructional approach capable of making the learning experiences relevant to the learner, build and sustain the interest in the learner during chemistry instruction becomes very imperative. This study investigated Science-technology-society (STS) instructional approach as an innovation in improving learners’ interest in chemistry. The study was conducted using senior secondary school 2 chemistry learners in Onitsha Education zone of Anambra state, South-East of Nigeria. The study adopted quasi experimental design of the pretest posttest non equivalent control group design. Two research questions and two hypotheses guided the study. Three hundred and ten students from purposively sampled twelve coeducational public secondary schools were used for the study. Six schools were randomly assigned to the treatment group while the remaining six assigned to the control group. The treatment group was taught electrolysis using Science-technology-society instructional approach while the control group was taught the electrolysis using the conventional instructional approach. Validated Chemistry Interest Inventory (CII) was used to collect data for the study. The CII had reliability index of 0.93. The mean score and standard deviation were used to answer the research questions while analysis of variance (ANCOVA) was used to test the hypotheses at 0.05 level of confidence. The study revealed among other things that there was significant difference in the interest mean scores of learners taught chemistry using Science-technology-society instructional approach and those taught chemistry using conventional instructional approach. From the findings of the study, the following recommendations among others were made: Chemistry teachers should adopt STS instructional approach in teaching and learning chemistry and use of STS instructional approach should included in chemistry teacher education programme

scholarly journals Assess the Effectiveness of Planned Teaching on Knowledge Regarding Kangaroo Mother Care among Husbands of Primigravida Mother

2021 ◽  
pp. 532-539
Author(s):  
Suwarna Ghugare ◽  
Tessy Sebastian ◽  
Manjusha Gulabrao Mahakalkar ◽  
Darshana Durgadass Wankhede
Keyword(s):  
Standard Deviation ◽  
Education Programme ◽  
Demographic Variables ◽  
Kangaroo Mother Care ◽  
P Value ◽  
Early Care ◽  
Skin Contact ◽  
Significant Difference ◽  
Post Test ◽  
Skin To Skin

Kangaroo care is a practise that allows moms and fathers to have direct skin-to-skin contact with their infants. It has been demonstrated to promote the mother's mental health, strengthen mother-infant connection, and increase maternal lactation. Many studies feel that returning to the original paradigm of infant-mother early care, rather than our current incubator, bottle, and formula-feeding model, will result in happier and healthier newborns [1]. Objective: 1) To determine whether primigravida women' spouses have any awareness of kangaroo mother care. 2) To assess the efficiency of a planned education programme on kangaroo mother care among primigravida moms' husbands.3) To see if there's a link between post-test knowledge scores on kangaroo mother care among primigravida moms' spouses and certain demographic variables.  Methodology: A total of 60 people took part in the research. Husbands of primigravida women from various hospitals will be used as study subjects. Results: There is a significant difference between pre-test and post-test knowledge scores when measuring effective planned training on knowledge about kangaroo mother care among husbands. The pretest has a mean of 8.18, while the posttest has a mean of 16.30, and the pretest has a standard deviation of 2.855, while the posttest has a standard deviation of 1.710. The t-value is 18.57, and the p-value is 0.000. Conclusion: As a result, the planned education on knowledge about kangaroo mother care among primigravida moms' husband is statistically interpreted. The research hypothesis was accepted in this study, while the null hypothesis was denied.

scholarly journals Reading Performance of Science, Technology, Engineering and Mathematics (STEM) Students

2017 ◽  
Vol 5 (3) ◽  
pp. 47-58
Author(s):  
Jerryk Comawas Alico
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Senior High School ◽  
Science Technology ◽  
Significant Difference ◽  
And Mathematics ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

This causal-comparative research investigated whether reading comprehension performance differs if students read two different texts one that is related to their chosen field of study while the other is not. It also took interest in determining the influence of demographic and academic profile information on reading comprehension. Thirty students enrolled in the Science, Technology, Engineering and Mathematics (STEM) Strand of the Mindanao State University-Marawi Senior High School took two sets of reading comprehension tests for four times. The first set used texts whose topics are related to STEM while the second set used texts whose topics are taken from other fields of study like social sciences and economics. Findings revealed that in all four sessions of reading comprehension tests, there was a consistent significant difference between the performances of students in STEM-related and STEM-unrelated texts. Specifically, students performed better in test sets that used STEM-related texts. Moreover, there was no difference in the students’ performance when they were classified according to their gender and age. Interestingly, the curriculum they undertook in junior high school mattered in their reading comprehension performance on STEM-unrelated texts, which showed that students who were trained in science high schools performed better than other students did. These findings forward significant pedagogical implications for the effective teaching of English as well as other subject areas to Senior High School students with respect to instructional and reading materials used.

Online and Handwritten Homework in Calculus for STEM Majors

2018 ◽  
Vol 57 (6) ◽  
pp. 1513-1533 ◽  
Author(s):  
Lawrence Smolinsky ◽  
Gestur Olafsson ◽  
Brian D. Marx ◽  
Gaomin Wang
Keyword(s):  
Online Homework ◽  
Stem Majors ◽  
Math Scores ◽  
Science Technology ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Stem Students ◽  
And Mathematics ◽  
Assessment Questions ◽  
Large Sections

Calculus is an essential intellectual gateway and initiation in the education of science, technology, engineering, and mathematics (STEM) students. In this study, graded online computer homework was compared with graded handwritten homework in second-semester calculus for STEM students. Previous calculus studies excluded STEM students or compared graded online computer homework with ungraded uncollected handwritten homework. Two large sections and two small sections of Calculus II were studied using a quasi-experimental design. Students were given the same lecture by the same instructor for each class. Students were not aware of the type of homework to be assigned when they registered. Online homework sections used WebAssign, which is one of the most widely used textbook and homework systems. The analysis indicates that there was no significant difference in performance between handwritten and online homework. Assessment questions that required graphical answers provided the greatest contrast between handwritten and online homework and were separately evaluated. Controls were included for entering math scores and a socioeconomic indicator. This study does not find any significant difference due to homework type. As a secondary question, the effect of class size is examined.

Pre-Algebra Students’ Performance Locating and Interpreting Data in Graphs and Maps

2021 ◽  
Vol 115 (6) ◽  
pp. 550-560
Author(s):  
L. Penny Rosenblum ◽  
Kim T. Zebehazy ◽  
Nicholas A. Gage ◽  
Carole R. Beal
Keyword(s):  
Direct Instruction ◽  
Visual Impairments ◽  
Algebra Students ◽  
Graphical Data ◽  
Science Technology ◽  
Significant Difference ◽  
Different Types ◽  
And Mathematics

Introduction Developing graphicacy skills is important for students with visual impairments if they are to succeed in science, technology, engineering, and mathematics (STEM) content. Teachers of students with visual impairments report that they lack resources to use in teaching students graphicacy skills. Methods Forty-one students with visual impairments in grades 5–10 completed a pretest, intervention, and posttest designed to evaluate their skills locating and interpreting graphical data. Videos of the pre- and posttests were scored using a researcher developed instrument. Results Following intervention, there was a significant difference in students’ ability to use descriptors and mathematical terms when exploring graphs and a map. Students answered significantly more questions correctly from pre- to posttest. Discussion Students who receive direct instruction in how to locate and interpret data in graphs and maps can improve their level of independence in STEM classes. Use of an intervention that targets the development of graphicacy skills has been found to be effective. Implications for practitioners More research is needed to determine effective hand strategies students should use when exploring different types of graphics.

scholarly journals A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities

2021 ◽  
Author(s):  
Aslı Görgülü Arı ◽  
Gülsüm Meço
Keyword(s):  
Teaching Method ◽  
Biology Education ◽  
Education Development ◽  
Effect Relationship ◽  
Science Technology ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Mathematics

A new teaching method under the name of STEM, integrating the disciplines of Science, Technology, Engineering, and Mathematics, is now taught by teachers in their classes. Considering that the generation that grows up in the 21st-century has grown up with technology, it is thought that integrating technology into lessons helps students learn the subject. The study aims to develop five STEM activities for the human body systems lesson by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students' skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale was used as a data collection tool. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students' skills of establishing a cause-effect relationship.

scholarly journals The Effect of Using Instructional Program Based on the STEM (Science, Technology Engineering & Mathematics) Approach in Teaching Mathematics on the Critical Thinking Skills of High School Students in the Riyadh Educational District

2020 ◽  
Vol 3 (2) ◽  
pp. 85-99
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Significant Difference ◽  
The Mean ◽  
And Mathematics ◽  
Experimental Group

This study aims to identify the effect of using a STEM-oriented (Science, Technology Engineering & Mathematics) teaching program in teaching mathematics on critical thinking skills among high school students in the Riyadh educational region in the Kingdom of Saudi Arabia. The sample of the study consists of (88) male and female students selected randomly from the "Advance Schools for Smart learning" in Riyadh city, where the semi-experimental approach is used. The results of the study show that there are statistically significant differences between the averages of the degrees of analysis skill, induction skill, reasoning skill, skill of conclusion, and evaluation skill in favor of the experimental group. The results also showed a statistically significant difference between the mean scores for the analysis skill, the induction skill, the reasoning skill, the conclusion skill and the evaluation skill for the benefit of the experimental group. The results also show a statistically significant difference between the mean scores for the scale skills as a whole and for the benefit of the experimental group. The results of the study show that there are no statistically significant differences between the mean scores of the critical thinking test skills and the total score attributed to the gender variable (male and female). The study recommends adopting the STEM approach in teaching science, technology, engineering and mathematics subjects, and redeveloping and building the content of science and mathematics curricula for the secondary stage through relying on science standards for the next generation, and working on adopting a special curriculum to teach the STEM approach and include it in the next plan for general education stages.

scholarly journals From STEM to STEAM in ancient age architecture

2019 ◽  
Vol 10 (4) ◽  
pp. 221-240
Author(s):  
Mustafa Çevik
Keyword(s):  
Undergraduate Students ◽  
Control Group ◽  
Science Technology ◽  
Significant Difference ◽  
Project Groups ◽  
Post Test ◽  
And Mathematics ◽  
Study Context ◽  
Experimental Group

Abstract This research aims to identify the effects of a science, technology, engineering, arts and mathematics implementation in the ancient age architecture field on the achievements of the undergraduate students and their science, technology, engineering and mathematics (STEM) perceptions. The research was based on the explanatory design, while the experimental design with pre-test and post-test control groups was carried out in the quantitative component of the study and the case study was carried out in the qualitative component. In the first stage, the study context, selections of the groups, development and implementation of the pre-test and formation of the project groups were realised. The second stage was accomplished by carrying out the study in accordance with the determined plan, implementations of the practices, realising the post-test and conducting the interviews. Finally, a significant difference was observed between the achievement test mean scores of the experimental group and the control group in favour of the experimental group. Keywords: STEAM approach, ancient age architecture, STEAM achievement, STEM perception.

scholarly journals Students' Attitudes toward the Application of Mobile Augmented Reality in Higher Education

2020 ◽  
Vol 29 (4) ◽  
pp. 535-554
Author(s):  
Ivan Stojšić ◽  
Anđelija Ivkov-Džigurski ◽  
Olja Maričić ◽  
Jelena Stanisavljević ◽  
Jelena Milanković Jovanov ◽  
...  
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Science Technology ◽  
Significant Difference ◽  
Stem Students ◽  
Students Attitudes ◽  
Mobile Ar ◽  
And Mathematics

Virtual (VR) and augmented reality (AR) have emerged from the framework of academic and industrial laboratories and have acquired global attention. Currently, the focus shifted from the technologies themselves to finding adequate teaching and learning applications. In this paper, the students' attitudes toward the application of mobile AR (MAR) in higher education (HE) were researched (with a focus on augmented textbooks). The results showed that the students have a mostly positive attitude, and it is concluded that there was no statistically significant difference between the STEM (science, technology, engineering, and mathematics) and non-STEM students' opinions regarding this topic. Based on the results, the further research and integration of this technology into HE settings can be suggested.

Rethinking Academic Support

2016 ◽  
Vol 20 (4) ◽  
pp. 455-474 ◽  
Author(s):  
Donna Rennar-Potacco ◽  
Anymir Orellana ◽  
Peter Chen ◽  
Andres Salazar
Keyword(s):  
Academic Support ◽  
Mathematics Students ◽  
Final Grade ◽  
Face To Face ◽  
Science Courses ◽  
Science Technology ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Mathematics ◽  
The Impact

This article presents findings of a study conducted to determine the impact of academic support provided through videoconferencing on the academic outcomes of Science, Technology, Engineering, and Mathematics students enrolled in high-risk science courses in higher education. A quasi-experimental nonequivalent posttest only design was employed to determine if grade and retention outcomes of students receiving online academic support through videoconferencing were equivalent to outcomes received by students receiving face-to-face academic support and students not receiving academic support. Data from 1,276 students were analyzed and significant differences were found in rate of retention and final grades of “Cs or above” among the three groups. The untutored group had the lowest rate. There was no significant difference in retention or final grade proportions for online and face-to-face groups, providing evidence that synchronous academic support through videoconferencing is as effective as face-to-face academic support.

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