MEM665

ROBOTICS AND AUTOMATION

WRITTEN ASSIGNMENT

NAME: MUHAMMAD HAFIZ BIN MOHD PINI

ID: 2022996879
GROUP: ED2484A
LECTURER: PROFESOR MADYA DR HANAFIAH
BIN YUSSOF
Contents
1) STEM Education in Malaysia...........................................................................................................3
2) Robotics in STEM education.............................................................................................................5
3) Data and statistics of robotics STEM program in Malaysia by gender..............................................7
4) References.......................................................................................................................................10
1) STEM Education in Malaysia

Science, Technology, Engineering and Mathematics (STEM) education is very important in

preparing students for the future and increasing the country's global competitiveness. In
Malaysia, STEM education is recognised as an important tool to foster students' interest in
science while honing their practical and investigative skills. STEM forms the building blocks
for various scientific and technological fields, equipping students with the knowledge and
skills needed to excel in every aspect such as science, technology, engineering, and
mathematics. This comprehensive education not only empowers students with essential
knowledge but also prepares them to contribute to the advancement of science and
technology, ensuring a brighter and more competitive future on a global scale. (Liew Yon Foi,
Teoh Hong Kean, 2022)
In Malaysia, the educational landscape places a strong emphasis on discipline within
various major fields, For example, science, chemistry, mathematics, and computer science. In
addition, it also includes specialised subjects such as mechanical engineering, biochemistry,
computing, and information systems. In this context, STEM education appears as an
important implication that has the potential to drive technological progress. By fostering a
comprehensive understanding of science, technology, engineering and mathematics, STEM
equips students with the skills and knowledge needed in the future to upgrade educational
institutions in Malaysia.
The implementation of STEM Education in Malaysia also faces a few challenges. The
main challenge in the implementation of STEM is the motivation of students in the STEM
field, Teachers must be astute if they want to boost students’ attraction to STEM education.
Lack of interest or motivation may lead to a decrease in the number of students choosing
STEM as their main career path. Therefore, it is important to enhance teaching methods and
curriculum content in STEM subjects to increase student interest. Teachers should connect
the fields of STEM to real-world situations to attract students' attention. Besides that, the
quality of teaching and the teacher's ability to effectively integrate STEM concepts play an
important role in the student's learning experience. With early exposure to STEM applications
in daily life, it can also improve students' perception of STEM subjects. (Yunus, 2022)
In conclusion, STEM (Science, Technology, Engineering, and Mathematics)
education plays an important role in preparing students to face the demands of the future and
increase the global competitiveness of a country. In Malaysia, as in many other countries,
STEM is considered important to foster students' interest in science, equip them with
practical and investigative skills, and serve as a foundation for various scientific and
technological fields. However, implementing STEM learning faces challenges, particularly in
motivating students and making STEM subjects more interesting and relevant. Overcoming
these challenges is critical to realizing the full potential of STEM education and ensuring that
students are not only prepared for the future but also motivated to pursue STEM-related
careers. By addressing these challenges, Malaysia, like many countries, can harness the
power of STEM to drive technological progress, address real-world problems and foster
innovation in the years to come.
2) Robotics in STEM education.

In the 21st century, Malaysia has witnessed a transition in its economic structure from one
centred on manufacturing to an economy driven by information and services. Consequently,
there is an increasing need for a workforce that is highly educated in the fields of science,
technology, engineering, and mathematics (STEM). However, the number of students who
choose STEM fields continues to decline has to impact on the shortage of high-quality human
capital. (Pang Yee Jiea, Hanipah Hussin, Tay Choo Chuan, 2019) Robotics has an important
impact on STEM education because it helps students develop their problem-solving abilities,
creativity, and inventiveness while providing them with hands-on learning. The knowledge
base for robotics and STEM disciplines is strengthened when robotics are integrated into
STEM courses.

Next, Robotics increases student engagement by providing a dynamic and interactive

learning experience. The practical nature of working with robots can increase students'
interest, this can turn abstract theoretical concepts into real applications. in turn, it can add
opportunities to design, build and program robots, not only making learning fun but also
allowing students to see the direct results of their efforts. This active student involvement can
foster a desire for students to explore and understand STEM principles more deeply and
memorably. Additionally, the collaborative and problem-solving skills of robotics projects
engage students, as they work together to overcome challenges and achieve common goals,
promoting a deeper connection to the learning process. (School, 2022) Overall, robotics
brings an experiential and practical dimension to STEM education, making it more engaging
and relevant for students.

Students also can get a deeper understanding of STEM topics and prepare for the
challenges of the future's technological advances by engaging in hands-on robotics projects.
For example, when students program robots to solve problems they improve their knowledge
of programming concepts by learning about algorithms, loops, and conditional statements in
addition to developing their skills. (Yu-Hui Ching, Yu-Chang Hsu, 2023) In contrast, the
design and construction of a robotic arm combines engineering and physics principles,
enabling students to use their theoretical understanding to create a working device. By
bridging the gap between theoretical concepts and real-world applications, these interactive
exercises promote a deeper comprehension of the STEM fields.
 In summary, Malaysia's economy is changing, and we need more people skilled in science
and technology. However, not enough students are choosing STEM fields. To fix this, we're using
robotics in education. It's helping students learn problem-solving and creativity while making STEM
subjects more interesting. By working with robots, students get hands-on experience and see how
they apply to the real world. This not only makes learning more fun but also prepares them for
future jobs in technology. In a nutshell, robotics is making STEM education exciting and relevant for
students, ensuring they're ready for the future.
3) Data and statistics of robotics STEM program in Malaysia by gender.

1. Number of students enrolling in science and engineering in higher education in 2020

Fields of study Enrolment

Male Female Total

Science, Mathematics 36,136 55,317 91,453

and Computer
(STEM)

Engineering, 72,068 57,285 129,353

Manufacturing and
Construction (EMC)

Table 1: Enrolment in higher education by Fields of Study and Gender in 2020.

The persistent gender gap in the fields of Science, Mathematics, Computers (STEM) and
Engineering, Manufacturing and Construction (EMC) is a global challenge, and Malaysia is
no exception. At public universities, enrolment data reveal significant differences, with males
outnumbering females in both STEM and EMC disciplines. The gender ratio in STEM stands
at 0.65, showing 65 male students for every 100 female students, while in EMC, the ratio
widens to 1.26, with 126 male students for every 100 female students. (Ministry of Education
Malaysia , 2021)

Malaysia's gender gap in enrolment in Science, Mathematics and Computer (STEM)

fields is influenced by various factors, including the prevalence of social and cultural norms
that consider STEM to be largely male-dominated, leading to discouragement for girls and
women pursuing these fields. Studies conducted by female students portray STEM fields as
inherently difficult and unsuitable for women. Since there is a lack of qualified women in this
field, it limits the opportunities for female students to be inspired in STEM fields compared
to other fields.

Next, the gender gap in enrolment in Engineering, Manufacturing and Construction

(EMC) fields also greatly exceeds STEM fields, largely due to the perception that EMC fields
are physically demanding, deterring female students who may believe they are not physically
strong enough for the field. plus, with a high increase for male students, as stated in the state
at ratio of students in EMC is higher. This creates a challenge for every female student to
actively challenge themselves in participating in this field.

Therefore, to address gender disparities in STEM and EMC fields, it is important to

actively change the social and cultural norms that prevent or limit female students from
pursuing these fields. Female students must be wise to take opportunities to ensure they are
not left behind in the fields that have been prepared. so that clear goals can be achieved
through dedicated educational initiatives and awareness-raising efforts aimed at reshaping
perceptions and fostering inclusion.

2. Number of STEM activities in Malaysia

For professionals and students equally, Malaysia offers a diverse range of STEM activities.
For every ability level, there are conferences, camps, contests, and STEM training programs
available. In addition to providing students with an enjoyable and engaging approach to
learning about STEM subjects, these activities may help professionals in expanding their
knowledge and skill set. Students can test their abilities and compete against students from
across the nation, for instance, by participating in STEM competitions. Numerous STEM
fields have competitions, such as scientific fairs, robotics, and coding. Numerous
organizations that have given STEM instruction and training to all Malaysian students further
encourage this. Such as Ministry of Education (MOE) and Ministry of Higher Education
(MOHE) (Ministry of Education Malaysia , 2021)

Beyond government initiatives, many non-profit organizations in Malaysia actively

organize STEM-related events, providing valuable opportunities for Malaysians to learn
STEM fields, refine their skills and apply their knowledge to address practical issues. The
increasing prevalence of STEM activities not only inspires and encourages young people to
pursue STEM careers but also plays an important role in preparing the national workforce for
the future.

3. Number of Robotics STEM activities in Malaysia.

As the year is still underway, specific statistics on the number of robotics-related STEM
activities in Malaysia for 2023 are not yet available. However, based on past trends, it is
expected that more than 700 STEM robotics events, involving more than 150,000
participants, will be organized in Malaysia by the end of this year. The surge in robotics
STEM activity can be attributed to factors such as the Malaysian government's prioritization
of STEM education and innovation, the growing demand for robotics skills in the national
economy, and the increasing popularity of robotics challenges and competitions.

The Malaysian Robotics Roadmap for 2021–2030 aims to elevate the share of STEM
robotics activities, aspiring to achieve over 50,000 robotics-related jobs in Malaysia by 2030.
(Ministry of Education Malaysia , 2021) The expansion of robotics STEM programs in
Malaysia is a positive development as it enhances the nation's workforce readiness for the
future. The rapidly growing field of robotics finds applications across various sectors,
including manufacturing, healthcare, and logistics. With the increasing demand for robotics
expertise in the coming years, Malaysia is strategically positioned to meet this demand and
contribute significantly to the evolving landscape of robotics technologies.
4) References

Liew Yon Foi, Teoh Hong Kean. (2022). International Journal of Advanced Research in
Future Ready Learning and Education. Akademia Baru.
Ministry of Education Malaysia. (2021). Educational Planning and Research Division.
Putrajaya: Educational Macro Data Planning Sector Educational Planning and
Research Division.
Pang Yee Jiea, Hanipah Hussin, Tay Choo Chuan. (2019). ROBOTICS COMPETITION-
BASED LEARNING FOR 21ST-CENTURY STEM EDUCATION.
S, P. (2021). Importance Of Robotics In STEM Learning. Retrieved from ItMyBot:
https://itsmybot.com/importance-of-robotics-in-stem-learning/
School, C. (Sep 2022). Effectiveness of robotics in STEM education. Retrieved from
Medium.com: https://medium.com/@creptieschool/effectiveness-of-robotics-in-stem-
education-b7aa5bdff069#:~:text=Robotics%20in%20STEM%20education
%20enhances,technology%20and%20innovation%20are%20paramount.
Yu-Hui Ching, Yu-Chang Hsu. (2023). Educational Robotics for Developing Computational
Thinking in Young Learners: A Systematic Review. Retrieved from Springer Link:
https://link.springer.com/article/10.1007/s11528-023-00841-1#citeas
Yunus, A. S. (2022). Challenges of STEM Education. SCITEPRESS – Science and
Technology Publications.