International STEM Journal

The Effect of Flipped Classroom to The Higher-Order Thinking Skills and Chemical Engineering Students’ Perception on Environmental Issues

2024-10-22T11:56:54+08:00

The flipped classroom approach has been reported to enhance higher-order thinking skills in chemical engineering students, as evidenced by studies conducted over the past decade. These skills are crucial for addressing environmental issues and developing innovative solutions. However, many students struggle to articulate their thoughts and opinions on given topics. The flipped classroom method allows students to prepare in advance and make the most of their learning time, as outlined in the course information. This study aimed to evaluate student achievement and perceptions of the flipped classroom method, comparing it to the conventional teaching method to determine its effectiveness in improving higher-order thinking skills. A quantitative approach was employed, involving pre-tests and post-tests for unbalanced groups. Data analysis included mean calculations, paired t-tests, and ANCOVA tests. The results indicated that there was no statistically significant difference in student achievement between the flipped classroom and conventional teaching method groups. However, the ANCOVA test revealed that the treatment group showed an increase in higher-order thinking skills. Additionally, students perceived that the flipped classroom improved their knowledge, encouraged creative thinking, and reduced the time required to learn. Despite both methods enhancing thinking skills, the flipped classroom was more effective in helping students answer questions systematically and concisely.

Streamlining ABET Direct Assessment: The Potential of ChatGPT Integration in Open and Distance Engineering Education

2024-10-22T12:07:08+08:00

Open and distance engineering education (ODEE) presents unique challenges for program evaluation and accreditation. Traditional ABET accreditation processes, often reliant on in-person observation and resource-intensive assessments, struggle to effectively assess the diverse learning experiences and outcomes inherent to ODEE environments. This paper proposes an LLM-enhanced framework for ABET accreditation, specifically designed to address the complexities of ODEE. The framework integrates Large Language Models (LLMs) like ChatGPT throughout key assessment stages, from curriculum mapping and CLO weighting to examination design, attainment level setting, and student outcome reporting. This paper details how LLMs can analyze learning data, personalize assessments, provide scalable yet tailored feedback, and automate reporting, thereby enhancing the robustness, efficiency, and transparency of ABET accreditation for ODEE programs. The ethical considerations and potential limitations of LLM integration are also critically examined, highlighting the need for human oversight, data privacy safeguards, and ongoing evaluation. By embracing the capabilities of LLMs responsibly, this framework empowers ODEE programs, particularly those within a European context seeking international recognition, to demonstrate program quality, continuous improvement, and alignment with globally recognized standards in engineering education.

Impact of 3D Model-Based Online STEM Activities on Skin Anatomy and Physiology Learning Among Pharmacy Students at MiCoST

2024-10-22T11:41:03+08:00

The contemporary educational landscape is increasingly recognizing the importance of STEM (Science, Technology, Engineering, and Mathematics) education in fostering critical thinking, creativity and problem-solving skills. The aim of this study was to evaluate performance level between control and intervention group based on a 3D model of anatomy skin through online STEM activity (CLO3). The method involved comparing between control group (n=10) and intervention group (n=3). The control group was the MiCOST’s students who did not participate in any STEM activities (non-STEM) whereby the intervention group involved the MiCOST’s students involved in STEM activities. Among three students from the intervention group, all of them achieved 10 out of 10 marks for the 3D skin model video presentation whereby the minimum marks for the control group were 5.33 only. The result found that the STEM activity helped a lot of cognitive and affective domains for students to get higher marks compared to students who were not involved in STEM activity.

Teacher Sharing Classroom (TSC) program for Asas Sains Komputer (ASK) Educators: A Pilot Study on Advancing Education Digitization in Perak

2024-12-15T15:14:02+08:00

Nowadays, teachers need knowledge and skills to strengthen the quality of teaching and learning for students’ achievement. However, there are teachers who are novice teachers (mentee teachers) due to non-teaching options or lack of experience in teaching Asas Sains Komputer (ASK) subjects. In addition, constraints in terms of location and time cause mentee teachers to lack exposure and knowledge sharing from expert and experienced teachers (mentor teachers). Therefore, this study aims to improve the skills of mentee teachers in teaching and learning in the subject of ASK through a co-teaching approach. The Teacher Sharing Classroom (TSC) program is a teaching and learning sharing program of Mentor Teachers from other schools to mentee teachers from other schools that is implemented online using a co-teaching approach. This study was carried out quantitatively to 30 schools of mentee teachers who taught in Form 1, Form 2 and Form 3 and there are three mentor teachers. The findings showed that through the co-teaching method, it provides new knowledge to the mentee teacher. The worksheets and materials that have been used by the mentor teacher gave the mentee teachers a new idea to plan teaching and learning lessons for topics and understand difficult topics. In addition, the mentor teacher's questioning technique can stimulate students to actively engage in teaching and learning sessions in the classroom. In conclusion, this study provides a platform for mentee teachers and mentor teachers to exchange opinions and share teaching and learning techniques and strategies with each other. The study also supports the digital education policy where this study uses new methods for future education.

STEM Edutourism Exploring Impacts on Knowledge, Attitudes, and Motivation via the Malaysia-Singapore Science Field Trip

2024-12-15T18:06:47+08:00

This study investigates the impact of a four-day Malaysia-Singapore science field trip on enhancing STEM engagement among educators, students, and stakeholders. Using a mixed-methods approach, data was collected via structured surveys with quantitative Likert-scale items and qualitative open-ended questions. Quantitative data was analyzed with SPSS, while qualitative themes were extracted using a word cloud tool. The findings reveal significant positive outcomes in three areas: STEM knowledge, attitudes, and motivation. Participants reported enhanced understanding of advanced technologies, innovative teaching methods, and real-world STEM applications. They also expressed greater interest in STEM, a willingness to explore new areas, and recognition of STEM's importance in shaping the future. The trip also increased participants’ motivation to apply their knowledge, engage in STEM activities, and inspire others. A key element of the trip was the comparative exposure to Malaysia's potential for STEM growth and Singapore's advanced technological infrastructure. This cross-border perspective encouraged participants to reflect on diverse approaches to STEM development and their roles in advancing it. Overall, STEM edutourism, through immersive and comparative experiences, proved effective in enhancing engagement with STEM. By integrating hands-on learning and exposure to real-world applications, such initiatives inspire motivation and a commitment to STEM innovation.

Addressing Challenges in Design and Technology (Rekabentuk Teknologi-RBT) Subject: A Case Study on Enhancing Knowledge and Technical Skills

2024-12-15T17:30:35+08:00

This research investigated the underlying issues of delivering Design and Technology (Rekabentuk Teknologi, RBT) subject in Malaysia education system and the effect of the empowerment of knowledge and technical. Some of the challenges are lack of resources, limited teacher training, lack of student interests and examination-oriented culture. School of Electrical and Electronics Engineering, Universiti Sains Malaysia (USM), have taken a proactive role in enhancing the knowledge and technical skills of secondary school students in RBT subject. In line with this, a comprehensive outreach program was successfully carried out, featuring training sessions and hands-on workshops. The workshop involved 64 students of secondary school from Form 2 and Form 3 students. The students' feedback was highly positive, with many expressing increased interest in Electricity, Electronics, and Arduino programming. The hands-on experience enhanced their understanding of RBT subjects and sparked a deeper interest in STEM fields. The group project phase was particularly well-received, fostering teamwork, problem-solving, and creativity. Overall, the workshop effectively bridged theory and practical application, leaving a lasting impact on students' skills and enthusiasm for further exploration in technology and engineering.

Effectiveness of 5E-Flipped Classroom in Facilitating Higher Order Thinking Skills in Reka Bentuk dan Teknologi (RBT) subject among Year 4 Students

2024-12-15T17:48:01+08:00

Previous studies and government documents made it abundantly evident that Malaysian students lacked High Order Thinking Skills (HOTS). In line with that, the aim of this research is to study the effectiveness of 5E-Flipped Classroom approach on the tendency of students to acquire HOTS as outlined in Taxonomy Bloom. The basis of theoretical foundation of the study is based on Constructivist Theory by Vygotsky views. It is a quantitative study, data collection was obtained through questionnaires, which were distributed randomly to 92 students selected from three schools in Bangsar zone. The data obtained from the research were analyzed using descriptive and inferential statistics. The outcome of this study is the 5E-Flipped Classroom enhanced students’ HOTS in the dimensions of problem solving, critical thinking and creative thinking. Implementing mixed method which are quantitative and qualitative data collection methods and teachers` perspectives should be the focus of future research. The result implication shows students engaged in HOTS. The items measured in the questionnaire are evidence that the 5E-Flipped Classroom strategy impacted students to use the technology, proclivity to adopt active learning communicate and cooperate with peers, contributing to students’ HOTS. Therefore, this study concluded that students can acquire HOTS by integrating an appropriate pedagogical approach.