The impact of using stem video in teaching on students’ learning engagement in Malaysia

Mohd Zaid Ismail, Azlin Norhaini Mansor, Zanaton H Iksan, Norwani Mamad

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The use of video multimedia is one of the most effective methods of teaching and learning, especially for science, technology, engineering, and mathematics (STEM) subjects. Data from Malaysian Examination Syndicate showed the subject grade point of STEM subjects exceeded 4.00 which depicts Malaysians’ low level of awareness of science. Malaysia also falls behind in the global competition of science and mathematics as demonstrated by the country’s recent achievements in TIMSS and PISA. Previous research found that the method of teaching affected to the students’ performance especially in STEM subject. Studies reported data on low performances in undergraduate STEM courses under traditional lecturing compared to active learning. The use of STEM video is one of the active learning that can assist students’ performance in STEM subjects. This study evaluated the relationship between the use of STEM video in teaching and students’ learning engagement in Malaysia. This quantitative study distributed questionnaire surveys among 367 STEM teachers in Malaysia. This study subsequently performed structural equation modelling (SEM) using AMOS, which revealed the significance of all items in representation of the use of STEM video in teaching (factor loadings between 0.61 and 0.76) and students’ learning engagement (factor loadings between 0.64 and 0.73). Additionally, the use of STEM video in teaching significantly affected the students’ learning engagement (β = 0.75; CR = 9.345; p = .00). This study also successfully developed an interaction model that involved the use of STEM video in teaching and students’ learning engagement.

Original languageEnglish
Pages (from-to)159-165
Number of pages7
JournalInternational Journal of Recent Technology and Engineering
Volume8
Issue number2 Special Issue
Publication statusPublished - 1 Jul 2019

Fingerprint

Teaching
Students
STEM (science, technology, engineering and mathematics)
Student learning
Mathematics
Malaysia

Keywords

  • Multimedia
  • STEM video
  • Student learning engagement
  • Teaching and learning

ASJC Scopus subject areas

  • Engineering(all)
  • Management of Technology and Innovation

Cite this

The impact of using stem video in teaching on students’ learning engagement in Malaysia. / Ismail, Mohd Zaid; Mansor, Azlin Norhaini; H Iksan, Zanaton; Mamad, Norwani.

In: International Journal of Recent Technology and Engineering, Vol. 8, No. 2 Special Issue, 01.07.2019, p. 159-165.

Research output: Contribution to journalArticle

@article{5581c701fa9b49a28b49163d5225d0e0,
title = "The impact of using stem video in teaching on students’ learning engagement in Malaysia",
abstract = "The use of video multimedia is one of the most effective methods of teaching and learning, especially for science, technology, engineering, and mathematics (STEM) subjects. Data from Malaysian Examination Syndicate showed the subject grade point of STEM subjects exceeded 4.00 which depicts Malaysians’ low level of awareness of science. Malaysia also falls behind in the global competition of science and mathematics as demonstrated by the country’s recent achievements in TIMSS and PISA. Previous research found that the method of teaching affected to the students’ performance especially in STEM subject. Studies reported data on low performances in undergraduate STEM courses under traditional lecturing compared to active learning. The use of STEM video is one of the active learning that can assist students’ performance in STEM subjects. This study evaluated the relationship between the use of STEM video in teaching and students’ learning engagement in Malaysia. This quantitative study distributed questionnaire surveys among 367 STEM teachers in Malaysia. This study subsequently performed structural equation modelling (SEM) using AMOS, which revealed the significance of all items in representation of the use of STEM video in teaching (factor loadings between 0.61 and 0.76) and students’ learning engagement (factor loadings between 0.64 and 0.73). Additionally, the use of STEM video in teaching significantly affected the students’ learning engagement (β = 0.75; CR = 9.345; p = .00). This study also successfully developed an interaction model that involved the use of STEM video in teaching and students’ learning engagement.",
keywords = "Multimedia, STEM video, Student learning engagement, Teaching and learning",
author = "Ismail, {Mohd Zaid} and Mansor, {Azlin Norhaini} and {H Iksan}, Zanaton and Norwani Mamad",
year = "2019",
month = "7",
day = "1",
language = "English",
volume = "8",
pages = "159--165",
journal = "International Journal of Recent Technology and Engineering",
issn = "2277-3878",
publisher = "Blue Eyes Intelligence Engineering and Sciences Publication",
number = "2 Special Issue",

}

TY - JOUR

T1 - The impact of using stem video in teaching on students’ learning engagement in Malaysia

AU - Ismail, Mohd Zaid

AU - Mansor, Azlin Norhaini

AU - H Iksan, Zanaton

AU - Mamad, Norwani

PY - 2019/7/1

Y1 - 2019/7/1

N2 - The use of video multimedia is one of the most effective methods of teaching and learning, especially for science, technology, engineering, and mathematics (STEM) subjects. Data from Malaysian Examination Syndicate showed the subject grade point of STEM subjects exceeded 4.00 which depicts Malaysians’ low level of awareness of science. Malaysia also falls behind in the global competition of science and mathematics as demonstrated by the country’s recent achievements in TIMSS and PISA. Previous research found that the method of teaching affected to the students’ performance especially in STEM subject. Studies reported data on low performances in undergraduate STEM courses under traditional lecturing compared to active learning. The use of STEM video is one of the active learning that can assist students’ performance in STEM subjects. This study evaluated the relationship between the use of STEM video in teaching and students’ learning engagement in Malaysia. This quantitative study distributed questionnaire surveys among 367 STEM teachers in Malaysia. This study subsequently performed structural equation modelling (SEM) using AMOS, which revealed the significance of all items in representation of the use of STEM video in teaching (factor loadings between 0.61 and 0.76) and students’ learning engagement (factor loadings between 0.64 and 0.73). Additionally, the use of STEM video in teaching significantly affected the students’ learning engagement (β = 0.75; CR = 9.345; p = .00). This study also successfully developed an interaction model that involved the use of STEM video in teaching and students’ learning engagement.

AB - The use of video multimedia is one of the most effective methods of teaching and learning, especially for science, technology, engineering, and mathematics (STEM) subjects. Data from Malaysian Examination Syndicate showed the subject grade point of STEM subjects exceeded 4.00 which depicts Malaysians’ low level of awareness of science. Malaysia also falls behind in the global competition of science and mathematics as demonstrated by the country’s recent achievements in TIMSS and PISA. Previous research found that the method of teaching affected to the students’ performance especially in STEM subject. Studies reported data on low performances in undergraduate STEM courses under traditional lecturing compared to active learning. The use of STEM video is one of the active learning that can assist students’ performance in STEM subjects. This study evaluated the relationship between the use of STEM video in teaching and students’ learning engagement in Malaysia. This quantitative study distributed questionnaire surveys among 367 STEM teachers in Malaysia. This study subsequently performed structural equation modelling (SEM) using AMOS, which revealed the significance of all items in representation of the use of STEM video in teaching (factor loadings between 0.61 and 0.76) and students’ learning engagement (factor loadings between 0.64 and 0.73). Additionally, the use of STEM video in teaching significantly affected the students’ learning engagement (β = 0.75; CR = 9.345; p = .00). This study also successfully developed an interaction model that involved the use of STEM video in teaching and students’ learning engagement.

KW - Multimedia

KW - STEM video

KW - Student learning engagement

KW - Teaching and learning

UR - http://www.scopus.com/inward/record.url?scp=85070693379&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85070693379&partnerID=8YFLogxK

M3 - Article

VL - 8

SP - 159

EP - 165

JO - International Journal of Recent Technology and Engineering

JF - International Journal of Recent Technology and Engineering

SN - 2277-3878

IS - 2 Special Issue

ER -