Enhancing secondary school students’ attitude and career interests towards stem through robotics competition-based learning module

• Main Author: Pang, Yee Jia
• Format: Thesis
• Language: English; English
• Published: 2025
• Subjects: T Technology; TJ Mechanical engineering and machinery
• Online Access: http://eprints.utem.edu.my/id/eprint/29455/

The persistent decline in secondary school students’ enrolment in Science, Technology, Engineering, and Mathematics (STEM), performance, and career interest in STEM fields poses a significant challenge for Malaysia’s secondary educational and workforce development goals. Despite national initiatives such as the Malaysia Education Blueprint (2013–2025), the 60:40 Science to Arts Policy, and the National Science, Technology and Innovation Policy (2021– 2030), the country continues to face a shortage of STEM-skilled workers. This research addresses these issues by investigating the potential of Robotics Competition-Based Learning (R-CBL) module as an innovative pedagogical intervention to enhance secondary school students’ attitudes toward STEM and to foster career interest in related fields. Guided by Constructivist, Constructionist, Social Learning, and Social Cognitive Career Theory (SCCT)perspectives, the study employed a Design and Development Research (DDR) approach structured around the ADDIE instructional model. The research was conducted with Malaysian secondary students participating in the Robot Olympics Malaysia 2019. A mixed-methods design was adopted, combining document analysis, expert validation, pre- and post-surveys using the S-STEM instrument, classroom observations, and focus group interviews. Quantitative data were analysed with SPSS, while qualitative insights were coded thematically to triangulate findings. The results revealed that the R-CBL module significantly improved students’ attitudes toward STEM, particularly in terms of motivation, engagement, and confidence. Furthermore, the intervention positively influenced students’ perceptions of STEM careers, increasing their interest in pursuing future pathways in engineering, technology, and related disciplines. R-CBL also fostered collaboration, problem-solving, and other 21st-century skills, aligning with national educational priorities and workforce demands. This study contributes theoretically by integrating established learning theories into a robotics competition framework, and practically by demonstrating how R-CBL can bridge the STEM skills gap. The findings provide evidence-based recommendations for policymakers and educators to adopt R-CBL as a scalable, engaging, and effective strategy to strengthen STEM education and STEM career interest among secondary school students.