See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/338401162

The Impact of using Stem Video in Teaching on Students’ Learning

Engagement in Malaysia

Article in International Journal of Nano and Biomaterials · July 2019

CITATIONS READS

0 420

4 authors, including:

Mohd Zaid Ismail Azlin Norhaini Mansor

Universiti Kebangsaan Malaysia Universiti Kebangsaan Malaysia
6 PUBLICATIONS 39 CITATIONS 73 PUBLICATIONS 974 CITATIONS

SEE PROFILE SEE PROFILE

Zanaton Hj Iksan
Universiti Kebangsaan Malaysia
7 PUBLICATIONS 1 CITATION

SEE PROFILE

All content following this page was uploaded by Azlin Norhaini Mansor on 06 January 2020.

The user has requested enhancement of the downloaded file.

 International Journal of Recent Technology and Engineering (IJRTE)
The Impact of using Stem Video in Teaching on
Students’ Learning Engagement in Malaysia
Mohd Zaid Ismail, Azlin Norhaini Mansor, Zanaton Iksan, Norwani Mamad
 surprising in this era of globalisation.
Abstract: The use of video multimedia is one of the most
effective methods of teaching and learning, especially for
science, technology, engineering, and mathematics (STEM)
subjects. Data from Malaysian Examination Syndicate showed
the subject grade point of STEM subjects exceeded 4.00 which
depicts Malaysians’ low level of awareness of science. Malaysia
also falls behind in the global competition of science and
mathematics as demonstrated by the country’s recent
achievements in TIMSS and PISA. Previous research found that
the method of teaching affected to the students’ performance
especially in STEM subject. Studies reported data on low
performances in undergraduate STEM courses under
traditional lecturing compared to active learning. The use of
STEM video is one of the active learning that can assist
students’ performance in STEM subjects. This study evaluated
the relationship between the use of STEM video in teaching and
students’ learning engagement in Malaysia. This quantitative
study distributed questionnaire surveys among 367 STEM
teachers in Malaysia. This study subsequently performed
structural equation modelling (SEM) using AMOS, which
revealed the significance of all items in representation of the use
of STEM video in teaching (factor loadings between 0.61 and
0.76) and students’ learning engagement (factor loadings
between 0.64 and 0.73). Additionally, the use of STEM video in
teaching significantly affected the students’ learning
engagement (β = 0.75; CR = 9.345; p = .00). This study also
successfully developed an interaction model that involved the
use of STEM video in teaching and students’ learning
engagement.
Index Terms: Multimedia; STEM video; Student learning
engagement; teaching and learning
I. INTRODUCTION
The recent globalisation has propelled Malaysia to
redefine and improve the existing education system to make
a mark in the education world. One of the most recent
development in Malaysia’s education system is the use of
information technology in teaching and learning. The use of
information technology has proven to be significantly
essential in the organisational management of the school
leaders, as well (Hamzah, Juraime, & Mansor, 2016). After
all, the use of information technology, such as computers,
smartphones, and tablets, in teaching and learning is not
Revised Manuscript Received on June 6, 2019.
Mohd Zaid Ismail, SM Sains Hulu Terengganu, Kuala Berang
Terengganu. zaid5157@gmail.com.
Azlin Norhaini Mansor, Zanaton Iksan Fakulti Pendidikan, Universiti
Kebangsaan Malaysia, Bangi, Selangor.
Norwani Mamad, BPSBPSK, Kementerian Pendidikan Malaysia,
Cyberjaya, Selangor.
159
Retrieval Number: B10230782S19/19©BEIESP
ISSN: 2277-3878, Volume-8 Issue-2S, July 2019
To date, there are three phases in Malaysia’s science and
technology development policy, which are the First National
Science and Technology Policy (1986–1989) Industrial
Technology Development Phase: A National Action Plan
(1990–2001), and the Second National Science and
Technology Policy and Action Plan (2002–2010). The first
phase focused on the efforts to promote independence in the
scientific and technological fields for economic
development. The second phase emphasises the key role of
science, technology, engineering, and mathematics (STEM)
subjects in preparing the students—as the future
workforce—through innovative and creating thinking in a
competitive global economy towards the goal of attaining the
status of developed country by 2020. Apart from focusing on
independence in the scientific and technological fields for
economic development, the most recent phase also
considered how to create a favourable environment to
promote scientific creation and improve infrastructure in
scientific, educational, and other related fields.
Accordingly, the use of multimedia, such as STEM video,
is one of the 21st-century learning strategies (PAK 21) given
its emphasis on the application of values, collaborative,
communication, creativity, and critical thinking. Therefore,
the Ministry of Education Malaysia took the initiative to
promote the use of STEM video in teaching and learning.
The interactive STEM video promotes a more holistic
participation between teachers and students in the
classroom. With that, this study aimed to evaluate the impact
of using STEM video in teaching on the students’ learning
engagement. With respect to the objective of this study, this
study proposed a hypothesised model of the use of STEM
video on the students' learning engagement. Based on the
resultant outcomes of study, several recommendations to
enhance the effectiveness of STEM video in teaching and
learning, especially in terms of students’ attitudes,
comprehension, and interests towards STEM subjects, were
proposed. This study significantly contribute to students and
teachers to plan the teaching and learning process. Students
will be more engage to the learning process through
hands-on activities guided by the video. Teachers can plan
their teaching to be more meaningful, enjoyable and more
students centered. Whereas, stakeholders should monitor the
schools to ensure that the STEM videos are used frequently
in the teaching.
Published By:
Blue Eyes Intelligence Engineering
& Sciences Publication
 The Impact of using Stem Video in Teaching on Students’ Learning Engagement in Malaysia
II. LITERATURE REVIEW
The recent number of student enrolment in the science
stream at the school level and university level is rather
worrying. Accordingly, the number of students taking
STEM subjects in the Malaysian Certificate of Education
(Sijil Pelajaran Malaysia—SPM) was reduced between 2016
and 2017 (Ministry of Education Malaysia, 2017). Adding to
that, the number of students who took up STEM subjects at
the pre-university (matriculation) level between 2016
(9,082) and 2017 (9,033) demonstrated a similar trend
(Ministry of Higher Education Malaysia, 2017). Meanwhile,
in terms of academic achievement, the subject grade point
average (Gred Purata Mata Pelajaran—GPMP) of STEM
subjects exceeded 4.00 (Ministry of Education Malaysia,
2017), which depicts Malaysians’ low level of awareness of
sciences. Hence, more efforts should be taken to overcome
this problem.
Consequently, Malaysia falls behind in the global
competition of science and mathematics, which was
demonstrated by the country’s recent achievements in the
Trends in International Mathematics and Science Study
(TIMSS) and the Programme for International Student
Assessment (PISA). Malaysia ranked 21st in science and
22nd in mathematics among 39 participating countries in
TIMSS 2015 (Ministry of Education Malaysia, 2015). As for
PISA, Malaysia scored 421 for mathematics (the OECD
average score was 494), 240 (Mat Rasid, 2014)for science
(the OECD average score was 501), and 398 for reading (the
OECD average was 496) (Ministry of Education Malaysia,
2015). Evidently, these data demonstrated the deteriorating
quality in the students’ academic achievement and
engagement in science and technology. Considering that, the
Malaysian government opted to promote science and
technology as the main subject of choice in schools
according to a set policy ratio of 60:40 where 60% of
students should enrol in the science stream and 40% of
students enrol in the arts stream. Nevertheless, there is a
pertinent need to strategize effective approaches to draw
students’ interest in STEM, such as revising the teaching
and learning approach in the classroom. Previous research
found that the method of teaching affected to the students’
performance especially in STEM subject. Studies reported
data on low performances in undergraduate STEM courses
under traditional lecturing compared to active learning
(Freeman et al., 2014). The use of STEM video is one of the
active learning strategies that can assist students’
performance in STEM subjects. With that, the use of STEM
video is proposed.
There are numerous studies on the use of interactive video
in teaching and learning (Chet & Jones, 1994; Ekanayake &
Wishart, 2014; Guy, R., & Marquis, 2016; Hamizan & Zaid,
2014; Harwood & Mcmahon, 1997; Zhang, Zhou, Briggs, &
Nunamaker, 2006) which mostly demonstrated positive
impact of using video approach to engage students’ learning.
The use of interactive video in teaching and learning
improves the students’ academic achievement (Guy, R., &
Marquis, 2016; Harwood & Mcmohan, 1997), attitudes
(Harwood & McMohan, 1997), interests and motivation
Retrieval Number: B10230782S19/19©BEIESP 160
(Chet & Jones, 1994) towards the subjects. For instance,
Harwood & McMohan (1997) conducted a
quasi-experimental study on the impact of interactive video
on learning among 450 students from Grade 9 to Grade 12,
revealed a positive correlation between the use of
instructional video and students’ academic performance and
attitudes towards chemistry. Similarly, Zhang et al. (2006)
corroborated that the use of interactive video among 138
university students in the United States using the
experimental design did improve their academic
performance and learning satisfaction. Besides that,
Hamizan & Zaid (2014) demonstrated that the use of
blended learning open source science or math studies
(BLOSSOMS) video enhances the students’ level of
understanding and critical thinking on the concept of
science. In the study, the participated students demonstrated
better grasp on the concept of science when their learning
process was connected to real-life experience beyond the
classroom, which proved the effectiveness of the use of
BLOSSOMS or STEM video in engaging students’ learning.
Furthermore, the students also demonstrated higher
propensity to perform inquiry exploration during group
activities but more time is needed to carry out this activity
(Mat Rasid, 2014). After all, a group activity that promotes
collaboration (Halim et al. 2015; Mansor et al., 2015; Rasul
et al. 2016) and cooperation (Somasundram & Mahamod,
2017) has the capacity to enhance the students' grasp on the
subjects taught.
There are other studies of the effect of using videos in the
teaching on the students’ performance. Olatoye (2017)
investigated the effect of teaching using charts, real
specimens and videos on secondary school students’
achievement in mammalian skeletal system concepts. He
conducted a quasi-experimental design on 120 twenty
randomly selected Senior Secondary School II (SSS II)
Biology students. The findings of the study show that there is
significant effect on students’ achievement in mammalian
skeletal system concepts. Besides, Ljubojevic et al. (2014)
integrated video clips in multimedia lecture presentation to
the students who attended the class for the first time and had
a lower level of prior knowledge. They found the positive
effects on students’ motivation and efficiency of learning
when supplementary videos are used. Meanwhile, Hadijah
(2017) found that the use of video in English Foreign
Language (EFL) classroom can facilitate the students to get
more interested in learning and enhance their
communicative competences. Students can get more rich
learning experiences, but the teachers have to choose
suitable videos, deploy the technology devices, and present it
in more interesting and meaningful ways (Siti Hadijah 2016)
Although many studies of the using of video in teaching
and learning have been conducted, this study used the STEM
videos which is different compared to the above studies. The
STEM videos used in this study are the videos that were
produced by expert teachers
under Ministry of Education
Malaysia. The making of the
videos had gone through a
Published By:
Blue Eyes Intelligence Engineering
& Sciences Publication
 International Journal of Recent Technology and Engineering (IJRTE)
long process before shooting such as constructing the
accurate science concepts, the architecture, the pseudoscript
and the full script. Furthermore, the videos apply daily life
activities where students can relate the subject learned to
daily life activities. As a result, learning science will be more
meaningful and would improve the performance of students
in STEM subjects.
In view of the above, it is evident that video-based
teaching is a significant innovation in the teaching and
learning given its capacity to nurture the students’ cognitive
development. According to the cognitive theory of
multimedia learning, the information processing system of a
human involves two channels with limited processing
capacity, namely (1) visual or pictorial process and (2) audio
or oral process. This theory also postulated that a set of
cognitive processes occurs and then adapts during an active
learning process (Mayer, 2001). Figure 1 illustrates the
information processing system of a human according to the
cognitive theory of multimedia learning.
Fig 1. Cognitive Theory of Multimedia Learning (Mayer
2001)
As illustrated in this model, there are sensory memory,
working memory, and long-term memory. There are two
stimuli in a multimedia presentation, specifically pictures
(images) and words (voice or writing), which stimulate the
sensory memory section (involves eyes and ears). The
images and voice are then sent to the most important section
of the working memory for learning. The pictorial model and
verbal model are integrated in this section to develop
knowledge. Furthermore, the prior knowledge in the
long-term memory section is also sent to the working
memory section to complete the integration of pictorial
model and verbal model.
Hence, this study employed a STEM video in representation
of the multimedia presentation. The interactive STEM video
presentation was processed and integrated into the working
memory section, which was expected to build and improve
the students’ cognitive development. Figure 2 presents the
conceptual framework of this study where the use of STEM
video in teaching was the independent variable whereas the
students’ learning engagement was the dependent variable.
In particular, this study assessed the relationship between the
use of STEM
161
Retrieval Number: B10230782S19/19©BEIESP
ISSN: 2277-3878, Volume-8 Issue-2S, July 2019
video in teaching and the students’ learning engagement.
Fig 2. Conceptual Framework
III. METHODOLOGY/MATERIALS
This study employed a quantitative approach, specifically
the questionnaire survey (Cohen, Manion, & Morrison,
2011) among the STEM teachers in schools under the
Ministry of Education Malaysia. The respondents were
selected using stratified random sampling strategy from the
targeted population where the obtained results were
generalised across the population of interest (Caldas, 2003).
In random sampling, populations are divided into
homogeneous groups and the samples are randomly selected
from each group (Cohen et al., 2011; Gay, L., Mills. G. &
Airasian, 2006) . Determination of sample size is based on
the sample size determination table proposed by Krejcie &
Morgan (1970). Consequently, out of 380 samples, this study
successfully obtained 367 respondents who were required to
complete the online-based questionnaire survey through the
respective state education departments.
The obtained data were analyzed using the structural
equation modelling (SEM) using AMOS 22. SEM provides
overall tests of model fit and individual parameter estimate
tests simultaneously. Regression coefficients, means, and
variances may be compared simultaneously, even across
multiple between-subjects groups. This study determined the
direct effect of independent variable on the dependent
variable based on the regression coefficients and critical
ratio (CR) values. If the CR value exceeds 1.96 with the
p-value of below 0.05, the independent variable significantly
affects the dependent variable. Meanwhile, this study tested
the hypothesised model based on the fit indices (χ2 (CMIN),
GFI, CFI, RMSEA, PCFI, and PNFI). Fundamentally, a
hypothesised model can be considered to exhibit satisfactory
model fit if the value of χ2 exceeds .05 (not significant)
(Chua Yan Piaw, 2006); the value of GFI exceeds .90
(Bastani & Jaberzadeh, 2013; Chua Yan Piaw, 2006) the
value of RMSEA does not exceed .08 (the value of less than
.1 is also deemed acceptable (Byrne, 2001) the value of CFI
exceeds .90 (the value of between .80 and .89 is also deemed
acceptable and the values for both PNFI and PCFI exceed .5
(Bastani & Jaberzadeh, 2013).
IV. RESULTS AND FINDINGS
Overall, the obtained data were normally distributed. The
preliminary analysis indicated that the items were correlated
with each other. Table 1 presents the descriptive, normality,
and correlation results.
Table 1. Descriptive, Normality dan Correlation
Published By:
Blue Eyes Intelligence Engineering
& Sciences Publication
 The Impact of using Stem Video in Teaching on Students’ Learning Engagement in Malaysia

S C 1
k u -
3 0 . . . . . . . . . . . .
e r .
C . . 2 2 4 3 4 3 4 2 4 2 4 5
S w t 1 1 1 1 1 1 1 1 1
VM 1 2 3 4 5 6 7 8 9 3 8 5 9 9 3 7 3 7 2 9 2 2 0 1
D n o 0 1 2 3 4 5 6 7 1
9 6 4 4 3 5 1 7 8 3 6 4 7 6
e s 4
s i -
3 0 . . . . . . . . . . . . .
s s .
C . . 0 2 3 3 3 2 3 3 3 2 2 3 4
3 0 . . 2
4 5 6 5 7 4 7 0 6 5 8 9 8 8 7 1
B . . 1 2 8
4 3 2 8 4 3 4 9 8 5 8 4 9 7 8
1 1 7 0 3 7
7 9 2 6 - -
3 0 . . . . . . . . . . . . .
- . .
3 0 . . C . . 3 3 3 1 2 2 3 3 3 2 3 4 3
. 0 2
B . . 1 5 5 4 6 2 1 4 9 7 9 8 7 2 7 8 2 7
2 3 2
2 7 6 2 4 6 7 1 4 7 8 5 3 5 2 8 4 2 3 3
5 6 0
7 7 5 4
7 -
3 0 . . . . . . . . . . . . . . .
- .
3 0 . . . C . . 0 3 3 3 2 3 4 4 4 3 3 4 4 4 5
. 3
B . . 8 5 7 6 5 6 9 4 6 3 9 4 0 2 0 7 8 0 5 3 9
3 1
3 9 5 8 0 0 4 2 0 1 0 1 9 2 1 9 7 9 6 8 2 8 2
6 1
0 9 2 6 2
9 -
3 0 . . . . . . . . . . . . . . . .
- .
3 0 . . . . C . . 4 2 3 3 3 3 3 3 3 2 3 4 4 4 4 3
. 3
B . . 4 3 6 6 7 7 6 1 9 7 6 7 6 9 2 2 0 8 6 8 9 3 2
1 4
4 9 5 1 8 0 3 9 3 5 1 4 1 7 2 0 7 6 6 8 2 5 8 1 1
5 5
9 9 5 5 5 7
7 - -
3 0 . . . . . . . . . . . . . . . .
- - . .
3 0 . . . . C . . 2 3 3 3 3 3 3 3 2 3 3 4 4 4 5 5
. . 1 2
B . . 4 4 4 5 8 5 6 8 4 4 0 0 8 8 4 9 2 9 4 0 8 4 6
1 1 7 3
5 7 6 7 6 7 2 9 1 0 4 6 0 8 2 8 6 4 6 2 5 1 9 8 5
3 0 0 1
0 8 6 3 4 3
3 8
Meanwhile, Figure 3 depicts the interaction model of
- -
3 0 . . . . . study, which involved the use of STEM video in teaching
. .
B . .
1 0
3 5 4 5 5 and students’ learning engagement. The obtained results
6 8 6 9 2 8 8 4 demonstrated the appropriateness of the items in
3 6
5 5 8 8 9 2 5 representation of the use of STEM video in teaching and
0 1
- students’ learning engagement with the factor loadings of
3 0 . . . . . . . more than 0.6 (AVE: achieved). Besides, the results of fit
.
B . . 0 4 3 4 3 4 4 indices achieved the desired level of validation, which
3
7 4 7 0 2 7 1 2 6 7
3 implied the consistency of the proposed hypothesised model
0 5 6 3 4 5 6 4 4
7 (in the conceptual framework) with respect to the obtained
- - data.
3 0 . . . . . . .
. .
B . . 3 4 4 4 5 4 5
2 0
8 6 6 5 1 6 5 0 3 2
7 4
1 7 5 9 9 0 0 2 6
2 1
-
3 0 . . . . . . . . .
.
B . . 2 3 5 4 4 4 5 3 3
2
9 8 6 3 8 0 4 8 9 0 9 6
5
9 5 0 1 4 0 0 8 8 1 8
1
-
3 0 . . . . . . . . . .
.
C . . 8 2 4 3 3 3 3 3 3 2
5
1 8 6 5 9 3 8 8 4 6 3 8 4
2
2 3 2 3 8 6 6 5 2 2 7 0
3
3 0 - . . . . . . . . . . .
C . . . 9 3 4 3 5 4 4 3 3 2 3
2 9 5 2 3 5 3 9 0 1 6 1 1 3 9 Fig 3. Final Model
6 7 7 4 7 4 9 0 8 5 6 9 2 2

Published By:
Blue Eyes Intelligence Engineering
Retrieval Number: B10230782S19/19©BEIESP 162 & Sciences Publication
 International Journal of Recent Technology and Engineering (IJRTE)
ISSN: 2277-3878, Volume-8 Issue-2S, July 2019

Table 2 presents the results of CR, which revealed that the Students
more active
obtained values exceeded 1.96; thus, the effects were proven ’
in learning .08 10.9 ** par_
significant for all items. Additionally, Table 3 presents the learning .956
activities(C3 7 97 * 10
results of fit indices, which satisfied the required criteria to engagem
)
validate the proposed hypothesised model with respect to the ent
obtained data of study. Students
Answer the
’
Table 2. Regression Weights questions .09 11.1 ** par_
learning 1.069
correctly(C4 6 21 * 11
Estim S.E Labe engagem
C.R. P )
ate . l ent
Students’ STEM Students
.07 9.34 ** par_ Improve the
learning video in .708 ’
6 5 * 16 understandi .10 10.4 ** par_
engagement teaching learning 1.065
ng of STEM 2 14 * 12
Use STEM STEM engagem
topics(C5)
video in the video in 1.000 ent
future(B9) teaching Students
Give
Easier to ’
appropriate .09 11.6 ** par_
monitor STEM learning 1.132
.09 10.5 ** par_ reflection on 7 95 * 13
student video in .984 engagem
4 14 * 1 learning(C6)
activities(B8 teaching ent
) Collaborativ Students
Carry out the e attitudes ’
STEM .09 11.0 ** par_
experiments .10 10.4 ** par_ during the learning 1.064
video in 1.094 6 45 * 14
suggested(B 5 55 * 2 experiments( engagem
teaching
7) C7) ent
Improve the Explain the Students
STEM
understand .09 12.1 ** par_ science ’
video in 1.136 .09 10.9 ** par_
of STEM 3 98 * 3 concepts learning 1.019
teaching 3 31 * 15
concept(B6) accurately(C engagem
Suit the 8) ent
STEM
STEM video .09 11.7 ** par_
video in 1.130 Table 3. Model Fit
with the 6 85 * 4
teaching Indexes Fit Suggested Range Result
teaching(B5)
Relate the χ2 Kecil 295.984
concept with STEM df - 113
.08 12.3 ** par_
daily life video in 1.049 P >.05 .000
5 50 * 5
situation(B4 teaching 2
Ratio (χ /df) <5 2.619
)
Improve GFI >.90 .908
STEM CFI >.90 .938
teaching .08 12.0 ** par_
video in 1.013
effectiveness 4 41 * 6 RMSEA <.08 .067
teaching
(B3) PCFI >.50 .779
More STEM PNFI >.50 .751
.09 12.0 ** par_
interactive video in 1.144
5 83 * 7
teaching(B2) teaching
V. DISCUSSION AND CONCLUSION
Often use
STEM video STEM This study successfully demonstrated a model that
.10 10.3 ** par_
in teaching video in 1.129 involved the use of STEM in teaching and students’ learning
9 76 * 8
and teaching engagement within the Malaysian context based on the
learning(B1) obtained results. Besides, the findings of this study are in
Fun in doing Students agreement with the cognitive theory of multimedia learning
inquiry ’ by Mayer (2014), which implies that active learning,
exploration learning 1.000 including the use of multimedia, enhances students’
activity(C1) engagem cognitive development. The findings show that teachers use
ent STEM videos in their teaching at high levels. However, the
relate the frequency of using STEM video is at a moderate level (mean
Students
learning
’ = 3.17, sd = 0.79). The reasons might be because the existing
with daily .08 11.1 ** par_
learning .983 video source does not cover all
life 8 40 * 9
engagem the topics in the syllabus. At
activities(C2
ent the same time, the
)
implementation of proposed

Published By:
Blue Eyes Intelligence Engineering
163 & Sciences Publication
Retrieval Number: B10230782S19/19©BEIESP
 The Impact of using Stem Video in Teaching on Students’ Learning Engagement in Malaysia
practical activities in the STEM video is also at a moderate
level (min = 3.40, sp = 0.75). This is because teachers do not
refer to the teacher guides provided in the STEM video.
Consequently, teachers faced problems in managing the time
suggested by the teacher guides provided. This finding is in
line with the study of (Mat Rasid, 2014) who found that the
teaching duration was one of the constraints in the
implementation of Practical Work Assessment (PEKA). On
the other hand, the findings of the study on improving the
effectiveness of teaching and learning of STEM concepts in
their daily lives were high (mean = 3.90, sd = 0.60) and
(mean = 3.99, sd = 0.59). The justification is due to the
practical activities in the STEM video adapted to the real
situation of daily life. This study is in line with the study of
Hamizan & Zaid (2014) who found the concepts of science
can be understood clearly and effectively when linked to
real-life situations.
The findings also showed that the students enjoyed the
inquiry exploration activity (mean = 3.82, sd= 0.63). This is
because the students are able to perform various interactive
activities involving the senses of touch, hearing, smell, taste
and visibility through the activities provided in the STEM
video. This finding supports the findings of Somasundram &
Mahamod (2017) who found that students can follow
learning better through cooperative learning rather than
chalk and talk. Through cooperative learning, their level of
understanding and academic achievement improved. At the
same time, the social and intellectual skills are also
increased. Students' collaborative attitude is also high when
carrying out the experiment (mean = 3.79, sd = 0.63) as
students can contribute ideas in solving the problems raised
in the STEM video and conclude correctly. This finding is in
line with the study of Halim et al. (2015), Mansor et al.
(2015) and Rasul et al. (2016) who found that group
activities can promote collaboration.
After all, prior studies also demonstrated similar findings
on the positive, significant relationship between the use of
STEM video in teaching and students’ learning engagement
(Chet & Jones, 1994; Ekanayake & Wishart, 2014; Guy, R.,
& Marquis, 2016; Hamizan & Zaid, 2014; Harwood &
Mcmahon, 1997; Zhang et al. 2006). It is evident that the
use of STEM video has the capacity to make learning more
interesting for students compared to the conventional
teaching approach that is more teacher-centred. The
findings of study are also in agreement with the outcomes
reported by (Chet & Jones, 1994) on the effectiveness of
student-centred approach, specifically video-based teaching,
in increasing the students’ motivation to learn. In short, the
use of STEM video in teaching contributes positive impact
on the students’ learning engagement. It is imperative that
the use of STEM video is extensively implemented in
schools.
Conclusively, this study contributes significant
implications to the education system, particularly in
teaching and learning. Essentially, the implementation of
specific teaching approach has the potential of influencing
the students’ academic performance and learning. The use of
STEM video is regarded as one of the most effective
Retrieval Number: B10230782S19/19©BEIESP 164
approaches for students to learn STEM. The students are
able to relate what they learn through the use of STEM video
that links the learning concept with their daily activities.
Based on the resultant outcomes of this study, the following
recommendations are proposed: (1) Increase the number of
STEM videos to accommodate the lack of existing STEM
videos; (2) Provide training for teachers to enhance their
skills in creating more STEM videos; (3) Hold the roadshow
session in the using of STEM video in teaching to the state
trainers; (4) Ensure the school administrators, especially
principals, headmasters, and senior assistants, to be familiar
with the use of STEM video in teaching through training; (5)
Build networking with local and international universities to
improve the quality of STEM video.
REFERENCES
[1] Creswell, J.W. (2014). Research Design: Qualitattive, Quantitative and
Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: SAGE
Publication, Inc.
[2] Bastani, A., & Jaberzadeh, S. (2013). Applied multivariate research:
Design and interpretation. PLoS ONE.
http://doi.org/10.1016/j.jcrysgro.2008.03.021
[3] Byrne, B. M. (2001). Structural Equation Modeling With AMOS, EQS,
and LISREL: Comparative Approaches to Testing for the Factorial
Validity of a Measuring Instrument. International Journal of Testing.
http://doi.org/10.1207/S15327574IJT0101_4
[4] Caldas, M. P. (2003). Research design: qualitative, quantitative, and
mixed methods approaches. Revista de Administração
ContemporâNea. http://doi.org/10.1590/S1415-65552003000100015
[5] Chet, M., & Jones, T. B. (1994). Promoting active learning: Strategies for
the College Classroom. Biochemical Education.
http://doi.org/10.1038/nature01164
[6] Chua Yan Piaw. (2006). Asas Statistik Penyelidikan - Buku 2. Mc Graw
Hill Education. http://doi.org/10.1016/S1470-2045(09)70076-2
[7] Cohen, L., Manion, L., & Morrison, K. (2011). Research Method in
Education. Educational Research.
http://doi.org/10.1017/CBO9781107415324.004
[8] Ekanayake, S. Y., & Wishart, J. (2014). Mobile phone images and video
in science teaching and learning. Learning, Media and Technology,
39(2), 229–249. http://doi.org/10.1080/17439884.2013.825628
[9] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N.,
Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student
performance in science, engineering, and mathematics. Proceedings of
the National Academy of Sciences.
http://doi.org/10.1073/pnas.1319030111
[10] Gay, L., Mills. G. & Airasian, P. . (2006). Education Research:
Competencies for Analysis and Application. Publication Manual of the
American Psychological Association.
http://doi.org/10.1007/s13398-014-0173-7.2
[11] Guy, R., & Marquis, G. (2016). The flipped classroom: A comparison of
student performance using instructional videos and podcasts versus the
lecture-based model of instruction. Informing Science and Information
Technology, 13(13), 1–13. http://doi.org/https://doi.org/10.28945/3461
[12] Hadijah, S., & Riau, U. I. (2017). Teaching By Using Video : Ways To
Make It More Meaningful in Efl Teaching By Using Video : Ways To
Make It More Meaningful in Efl Classrooms, (October).
[13] Halim, L., Mohd Shahali, E.H., Rasul, S., Osman, K., Iksan, Z. & Rahim,
F. (2015). Bitara-STEM ( TM ) Training of Trainers ’ Programme :
Impact on Trainers ’ Knowledge , Beliefs , Attitudes and Efficacy
towards Integrated STEM Teaching. Journal of Baltic Science
Education 85-95.
[14] Hamizan, N., & Zaid, N. M. (2014). Enhancement of student motivation
in learning through BLOSSOMS video activity. Advanced Science
Letters. http://doi.org/10.1166/asl.2014.5634
[15] Hamzah, M. I. M., Juraime, F., & Mansor, A. N. (2016). Malaysian
Principals’ Technology Leadership Practices and Curriculum
Management. Creative Education, 07(07), 922–930.
http://doi.org/10.4236/ce.2016.77096
[16] Harwood, W. S., Mcmahon, M. M., Of, J., & Teaching, R. (1997).
Effects of Integrated Video Media
on Student Achievement and
Attitudes in High School
Chemistry. Journal of REsearch
in Science Teaching, 34(6),
Published By:
Blue Eyes Intelligence Engineering
& Sciences Publication
 International Journal of Recent Technology and Engineering (IJRTE)
ISSN: 2277-3878, Volume-8 Issue-2S, July 2019

617–631.
http://doi.org/10.1002/(SICI)1098-2736(199708)34:6<617::AID-TEA
5>3.0.CO;2-Q
[17] Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for
Research Activities. Educational and Psychological Measurement.
http://doi.org/10.1177/001316447003000308
[18] Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014).
Using supplementary video in multimedia instruction as a teaching tool
to increase efficiency of learning and quality of experience. International
Review of Research in Open and Distance Learning.
http://doi.org/http://dx.doi.org/10.19173/irrodl.v15i3.1825
[19] Mansor, A. N., Abdullah, N. O., Wahab, J. A., Rasul, M. S., Nor, M. Y.
M., Nor, N. M., & Raof, R. A. (2015). Managing problem-based
learning: Challenges and solutions for educational practice. Asian Social
Science, 11(4), 259–268. http://doi.org/10.5539/ass.v11n4p259
[20] Mat Rasid, I. (2014). Kajian Keberkesanan Program Pentaksiran Kerja
Amali Sains (PEKA): Satu Penilaian di Sekolah Rendah (Study of
Evaluation Program of Practical Skill Assessment (PEKA): Assessment
in Primary School). Jurnal Pendidikan Malaysia, 39(2), 83–93.
[21] Mayer, R. E. (2001). A cognitive theory of multimedia learning.
Multimedia Learning, 41–62.
http://doi.org/10.1017/CBO9781139164603.004
[22] Olatoye, R. A. (2017). Effect of Teaching Using Charts, Real Specimens
and Videos on Secondary School Students’ Achievement in Mammalian
Skeletal System Concepts. Ensayos-Revista De La Facultad De
Educacion De Albacete, 32(2), 63–75.
http://doi.org/10.18239/ensayos.v32i2.1486
[23] Rasul, M. S., Halim, L. 7 Iksan, Z. (2016). Using STEM Integrated
Approach to Nurture Students’ Interest and 21st Century Skills. The
Eurasia Proceedings of Educational & Social Sciences (EPESS), 4,
313–319. Retrieved from www.isres.org
[24] Somasundram, B. & Mahamod, Z. (2017). The Effectiveness of
Cooperative Learning Towards Achievement and Students Motivation
Secondary School in Malay Language Learning. Malay Language
Education Journal – MyLEJ, 7(1), 2180–4842. Retrieved from
http://journalarticle.ukm.my/10409/1/128-246-1-SM.pdf
[25] Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006).
Instructional video in e-learning: Assessing the impact of interactive
video on learning effectiveness. Information and Management, 43(1),
15–27. http://doi.org/10.1016/j.im.2005.01.004

Published By:
Blue Eyes Intelligence Engineering
165 & Sciences Publication
Retrieval
View publication Number:
stats B10230782S19/19©BEIESP