Application of systematically designed learning module to enhance engagement, comprehension and skills in STEM education

Md Basar, Mohd Farriz and Zulkarnain, Izzatie Akmal and Mohd Farriz, Nur Irrina Balqis and Hasim, Norhaslinda and Sopian, Kamaruzzaman (2026) Application of systematically designed learning module to enhance engagement, comprehension and skills in STEM education. International Research Journal of Multidisciplinary Scope (IRJMS), 7 (2). pp. 227-244. ISSN 2582-631X

Text 01070040520262350443176.pdf Available under License Creative Commons Attribution. Download (2MB)

Abstract

In STEM (science, technology, engineering, and mathematics) education, learning modules are crucial tools. However, some of the existing resources lack empirical validation, have poor design, and have limited contextual applicability. These drawbacks hinder their capacity to gain useful skills, form deep relationships, and advance their intellectual knowledge. To address these problems, this research develops and meticulously evaluates a well-designed learning module for students in elementary and middle school. Increasing awareness and enthusiasm in STEM disciplines is the aim. Comprehensive experimental procedures, full-color images, equipment lists, and succinct theoretical explanations are all included in this module. It contains instructional resources that use QR codes to enhance interactivity and learning effectiveness. Students and professors were among the 194 participants who filled out a thorough survey. A statistical test and a scoring system based on rubric were used to analyze the responses. The figures show that the majority of respondents agree, putting their overall viability at 4.23 out of 5, or "very high." In addition to having a greater capacity to apply engineering concepts in practical contexts, respondents reported notable gains in their knowledge, motivation, and involvement. These findings show how well thought out and empirically supported learning modules may significantly enhance conceptual understanding, develop practical skills, and raise student engagement, offering a repeatable basis for curricular innovation. This paper advances STEM pedagogy by demonstrating how research-informed module design might improve engineering education.

Item Type:	Article
Uncontrolled Keywords:	Engineering education, Learning module development, STEM education, Student engagement
Divisions:	Faculty Of Electrical Technology And Engineering
Depositing User:	Sabariah Ismail
Date Deposited:	20 Jul 2026 08:25
Last Modified:	20 Jul 2026 08:25
URI:	http://eprints.utem.edu.my/id/eprint/30175
Statistic Details:	View Download Statistic

Actions (login required)

View Item