Profiling of Aspiration and Interest towards STEM and TVET Careers among Lower Secondary Students: A Malaysian Case Study

Bakar, Abu Yazid Abu

doi:10.17478/jegys.669034

Cited by 12 publications

(11 citation statements)

References 6 publications

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“…Based on the research results by Morrison ( 2006 ) in the United States, STEM was found to enhance student creativity, their ability at creative design, and the production of solutions based on current needs. This is consistent with Bakar and Mahmud ( 2020 ), who detailed the national government's stated importance of STEM and TVET education in Malaysia.…”

Section: Discussionsupporting

confidence: 89%

Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment

Wannapiroon

Pimdee

2022

Educ Inf Technol

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Qualitative and quantitative research methods were undertaken to examine and develop a digitally based virtual classroom learning environment (VCLE) for Thai undergraduate students’ creative thinking and innovation enhancement in science, technology, engineering, arts, and math (STEM/STEAM) disciplines. The research methodology was divided into two phases, including the synthesis and then the design of the VCLE. Also, in addition to the study’s authors, nine experts were used for the model’s development and another ten for its assessment (19 total). From their in-depth interviews and subsequent content analysis, their input of the proposed STEAM-ification process was synthesized and the data analyzed. The results revealed that the VCLE design should begin with a face-to-face, classroom learning environment in which the ‘ gamification ’ mechanisms were introduced and examined. This was then reinforced by moving the gamification process online outside of the classroom. Furthermore, five VCLE STEAM-ification steps were found to be particularly useful for enhancing creative thinking and student innovation. These included investigation , discovery , connections , creativity , and reflection . Moreover, we identified the gamification process as consisting of three main components. These were the ‘ game mechanics ,' the ‘ game dynamics ,' and ‘ player emotions ’. The ten experts agreed that the VCLE STEAM-ification creativity and innovation (C & I) process was appropriate at an ‘ excellent ’ level ( = 4.68, S. D. = 0.47), which has great potential in the development of Thai undergraduate student C & I skills. Also, when undertaken correctly, innovation and motivation to learn are also outcomes from both VCLE and gamification applications. Thus, when students undertook study with the VCLE STEAM-ification format, they were found to achieve higher levels of creativity and innovation than students who studied using the traditional teaching plan. These results were found to be statistically significant at the .01 level.

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Section: Discussionsupporting

confidence: 89%

Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment

Wannapiroon

Pimdee

2022

Educ Inf Technol

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“…This is a strong reason that the teacher is declared as a professional in the process of pouring the concept of knowledge. Through a clear concept, the aim of vocational education cannot be separated from its trajectory, namely as a solution in reducing unemployment [21,22], thus giving birth to a new economy [23,24]. All study discussions in the scope of technology including the TPACK concept were packaged by Mishara & Koehler [12].…”

Section: Introductionmentioning

confidence: 99%

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Arifin¹,

Nurtanto²,

Warju³

et al. 2020

IJERE

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Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.

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“…As a result, the findings in this study that students from those streams have a favourable impression of TVET can be supported. Bakar and Mahmud (2020) also mentioned that 12% of Science stream students pursue vocational education for their tertiary education.…”

Section: Figure 2 Proportion Of Gendermentioning

confidence: 99%

Measuring the Perception of Secondary School Students in Kedah Towards the Attractiveness of Technical and Vocational Education and Training: A Demographic Analysis

Hong¹,

Abidin²,

Ch’ng³

et al. 2022

ASMScJ

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Technical and Vocational Education and Training (TVET) is one of the ways to produce skilled workers who are crucial to drive the economic of our country. Despite several strategies made by the government, TVET still does not seem to be a popular choice among secondary school students when choosing their tertiary education pathway. Hence, this study aims to analyse the students’ perception of TVET based on the demographic analysis of gender and current study stream in school in Kedah. The sole focus is on the students who are not enrolling in TVET so that more reasons why they are not likely to join TVET can be discovered. For the data collection process, 428 secondary school students from Kedah are chosen as the respondents. Descriptive analysis of the data is performed using Microsoft Excel and Google Data Studio. The results reveal that male and female students have positive perceptions of TVET even though they do not enrol in TVET. Furthermore, most students from various streams also show their interest in TVET. However, the majority of students are undecided about the assertions in the questionnaire due to unfamiliarity with this course. As a result, it is recommended that the government continue promoting TVET among secondary school students hence preparing them with specific skills that meet the current industrial requirement.

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Profiling of Aspiration and Interest towards STEM and TVET Careers among Lower Secondary Students: A Malaysian Case Study

Cited by 12 publications

References 6 publications

Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment

Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Measuring the Perception of Secondary School Students in Kedah Towards the Attractiveness of Technical and Vocational Education and Training: A Demographic Analysis

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