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

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.