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.

Managing online programming lab using CodeZinger

Introductory programming is a basic course compulsory for students majoring in computer studies. This course is considered a difficult course to learn since time immemorial. Starting from 2020, measures taken by the Malaysian government in dealing with the COVID-19 pandemic has resulted in the educational institutions to be closed to students and face-to-face lessons replaced with online classes. Therefore, the process of learning programming becomes increasingly difficult since the instructors are unable to have face-to-face interaction with neither their local nor their international students during online classes. This paper aims to implement CodeZinger, used as an initiative to replace physical laboratory classes, and is used in monitoring the students’ achievement. In this study, the application of CodeZinger was made on two programming courses involving 266 students of Year 1, namely students taking the Computer Programming course (semester 1), and Data Structure course (semester 2). The diverse test data provided by the instructors made the students more skilful and critical in doing programming, and easier for students due to the automatic assessment function provided in CodeZinger. This study’s findings greatly influence students’ motivation in learning programming, considering that CodeZinger allows prompt feedback and automatic assessment. Moreover, for the instructors’ view of point, CodeZinger allows instructors to manage and identify students who need extra assistance in programming. In conclusion, CodeZinger assisted the students in optimizing the management of learning programming where CodeZinger provides the solution for problems and obstacles in face-to-face learning, facilitated the students in learning at their own pace, and facilitated the instructors in monitoring the students’ tasks

Relationship between Employability and Graduates’ Skill

AbstractFaculty of Information Science and Technology (FTSM) has produced thousands of graduates since it was first established. Knowing how important for the graduates to possess the required skills by the industry therefore, this study aims to measure the employability of the FTSM graduates. Measurement carried out is based on the skills possessed by graduates during their studies at the faculty. These skills are assessed based on their basic knowledge of programming system development, soft skills, and entrepreneur skill. The data used in this study obtained from the students who graduated on the 2010/2011 session and data was collected in September 2011, i.e. five months after the students finished their studies. The methodology used in the study is by using questionnaires that were uploaded online and distributed manually during the Convocation Day. Descriptive and inference statistical analyses were used to analyze the data. This analysis seeks to find relationships between employability and graduates’ perception of their own skills. The study is important to identify whether the level of skills possessed by graduates during their studies are appropriate in helping them to perform in a job market

Determining Course Outcomes Achievement Through Examination Difficulty Index Measurement

AbstractCourse achievement evaluation is very important because it will determine students’ level of understanding with regards to the course. Each course offered at UniversitiKebangsaan Malaysia has its own pre-determined Learning Outcomes (LOs) which were published to students at the start of the semester. These LOs were evaluated at the end of the semester end in process to determine LO's achievement by the students. Current learning evaluation consists of analyzing students’ grades accumulated from the final exam marks, assignments, projects, class participation and others. However, this evaluation does not realistically represent the students’ understanding of the course. Therefore, an evaluation based on Difficulty Index (DI) approach is proposed as an accompanying method to evaluate the LOs’ achievements. DI can be used as an indicator to identify the level of difficulty for each question or task assigned to students. DI values were measured for the objective and subjective types of final examination's questions and also any assignments and group projects completed by the students. These items also contribute towards the final evaluation for each student. DI values were mapped to the LOs and also the BLOOM taxonomy classification as stated in the course syllabus. The mapping reveals the relationship between the evaluation items and the students’ achievement of the LOs. The case study usesdata for the Management Information System (MIS) course which is offered to second year undergraduates at the Faculty of Information Science and Technology. The result revealed the role DI for this course as a possible transformation agent that is able to improve the course contents and delivery. DI also shows the relationship between the student achievement and the LOs. Hence, modification for future assessment methods can be proposed based on the DI values for the current assessment

A Systematic Literature Review in Robotics Experiential Learning With Computational and Adversarial Thinking

The rise of the Industrial Revolution 4.0 and the increasing reliance on the digital economy drive the need for a new set of skills, especially in robotics learning, that includes computational thinking (CT) and adversarial thinking (AT) for the young generation. The need for CT-related skills includes various fields, such as robotics, engineering, computer science, mathematics, music, arts, and humanities. Therefore, adopting robotic learning with CT and AT can enhance learning skills over the conventional learning model. This paper presents a systematic literature review on CT and AT practices in robotics learning to improve educational methods. This study conducts a systematic literature review from four databases: ACM, Scopus, IEEE Xplore, and ScienceDirect. Sixty-five studies in robotics learning to increase CT and AT skills were analyzed by applying the inclusion and exclusion criteria. The study’s findings show that CT and AT are significant in training students to engage in robotics learning activities. These considerations will lead to strengthening their skill and critical thinking. The study also suggests that integrating these skills can prepare teachers for critical thinking and boost student learning. The findings suggest that CT and AT can directly adopt digital adversarial learning skills to improve overall robotics learning activities. For future studies, the difference in learning ages related to robotics activities with CT and AT applications can be studied to deeply comprehend the effectiveness of CT and AT applications