Form four science students' perceptions of the quality of learning experiences provided by assessments in STEM related subjects

Chew, Cheng Meng

Abstract

The lagging science and mathematics achievement of Malaysian secondary students in international assessment studies and the decreasing enrollment of science students at secondary school level call for the promotion of Science, Technology, Engineering and Mathematics (STEM) education in our country. One of the preliminary steps that could be taken was to identify the quality of learning experiences provided by assessments in STEM related subjects at the secondary school level. In addressing this concern, this study (which is part of a larger research project) aimed to investigate Form Four Science students' perceptions of the quality of learning experiences provided by assessments in STEM related subjects such as Biology, Chemistry, Physics, Mathematics and Additional Mathematics. A cross-sectional survey research design was used and a sample of 852 Form Four Science students was selected from three categories of secondary schools in Peninsular Malaysia, namely Daily High-Performing (121), Full Boarding High-Performing (168) and Daily Normal (563). The Form Four Science students' perceptions of the quality of learning experiences provided by assessments in STEM related subjects were assessed using a five-point Likert scale questionnaire which was developed based on the STEM Education Quality Framework (2011). The result indicated that the students had positive overall perceptions of the quality of learning experiences provided by assessments in STEM related subjects. In addition, there was no statistically significant difference in the overall perceptions of the quality of learning experiences provided by assessments in STEM related subjects in terms of gender. These results augur well for the promotion of STEM education in our country. Keywords: Assessment, Quality of learning experiences, STEM related subjects, Science students, Gender

References

Baram-Tsabari, A., Sethi, R. J., Bry, L. and Yarden, A. (2006), Using questions sent to an Ask-A-Scientist site to

identify children's interests in science. Science Education, 90, 1050-1072.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta

Kappan, 80(2), 139-148.

Freeman, C. (2004). Trends in educational equity of girls & women: 2004 (Report No. NCES 2005016). Retrieved

from http://nces.ed.gov/pubs2005/2005016.pdf

Gay, L.R, & Miles, G. E., & Airasian, P. (2011). Educational research: Competencies for analysis and

applications (10th ed.). Boston: Pearson Education International.

Gronlund, N. E. (2006). Assessment student achievement (8th ed.). Boston: Pearson Education Inc. Ministry of

Science, Technology and Innovation. (2012). Science and Technology Human Capital Roadmap: Towards

2020.

Martin, M. O., Mullis, I. V. S., Foy, P., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden,

R. A., & O’Connor, K. M. (2000). TIMSS 1999 International Science Report. Boston: International Study

Center.

Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 International Science

Report. Boston: Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

Martin, M. O., Mullis, I. V. S., Foy, P. (with Olson, J.F., Erberber, E., Preuschoff, C., & Galia, J.). (2008).

TIMSS 2007 International Science Report. Boston: Chestnut Hill, MA: TIMSS & PIRLS International Study

Center, Boston College.

Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 international results in science.

Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

McMillan, J. A. (2004). Basic assessment concepts for teachers and school administration (ERIC Document

Reproduction Service No. ED 447201).

Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Gregory, K. D., Garden, R. A., O’Connor, K. M., Chrostowski, S.

J., & Smith, T. A. (2000). TIMSS 1999 International Mathematics Report. Boston: International Study

Center.

Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Chrostowski, S. J. (2004). TIMSS 2003 International Mathematics

Report. Boston: Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

Mullis, I. V. S., Martin, M. O., & Foy, P. (2008). TIMSS 2007 international mathematics report. Chestnut Hill,

MA: TIMSS & PIRLS International Study Center, Boston College.

Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics.

Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston

VA: Author.

National Governors Association. (n.d.). Innovation America: Building a science, technology, engineering and

math agenda. Retrieved February 20, 2013, from http://www.nga.org/cms/stem

OECD (2005) Formative assessment: Improving learning in secondary classrooms – executive summary.

Retrieved February 24, 2014, from http:///www.oecd.org/dataoecd/32/0/34221065.pdf

OECD (2010), PISA 2009 Results: What Students Know and Can Do – Student Performance in Reading,

Mathematics and Science (Volume I). http://dx.doi.org/10.1787/9789264091450-en

STEM Education Quality Framework. (2011). Retrieved February 20, 2013, from

http://dev.daytonregionalstemcenter.org/?p=74