Abstract
The purpose of the study was to develop a STEM programme in learning science for
low performing secondary students. The STEM programme was developed based on
the design principles (integration of current national curriculum, application in daily
life using STEM practices, application of educational technologies, active learning,
guidelines for future study and career pathways) in Design-Based Research (DBR) with
three iterative cycles and refinements. The study was aimed to determine the impact of
the STEM programme on low-performing secondary students’ behavioural intention in
performing STEM practices in learning science as well as students’ perceived
vocational choices. Explanatory sequential mixed methods design and quasiexperimental
survey design were employed with the application of the pre-survey and
post-survey approach. A simple random sampling technique was used to opt for two
secondary schools in the Perak state. Experimental group involved 37 students who
participated in the STEM programme while the comparison group involved 31 students.
The research instruments used for quantitative data included closed-ended survey
questionnaires while qualitative data were obtained through open-ended survey
questionnaires, observational checklist and interview. The data were analysed by using
non-parametric test, the Mann-Whitney test and Wilcoxon signed-rank test. The
findings demonstrated there was a significant difference between the experimental
group and the comparison group in the post-survey for the construct of attitude in the
application of STEM practices (p=0.001) with moderate effect (d=0.821). However,
there was no significant difference on the construct of perceived behavioural control,
subjective norm, perceived usefulness, perceived ease of use and behavioural intention
for experimental group. The overall Holland code for experimental group perceived
vocational choices was Realistic, Artistic, Social (RAS) or Realistic, Social and Artistic
(RSA). In conclusion, the developed STEM programme has improved low achievers’
attitude in learning science and students’ interest in Realistic careers. The study
implicates the implementation of STEM programme encourages the application of
STEM practices in the formal setting and outdoor learning that corresponding to
students’ learning standard.