PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

 

e-ISSN 2231-8526
ISSN 0128-7680

Home / Regular Issue / JST Vol. 30 (4) Dec. 2022 / JSSH-8236-2021

 

Students’ Knowledge in Science: An Evaluation via Hydroponic Kit

Wan Yusoff Wan Shaharuddin, Hartini Hashim, Muhamad Azahar Abas, Nor Hizami Hassin, Muhammad Firdaus Abdul Karim, Hamzah Hussin, Mohamad Faiz Mohd Amin, Zulhazman Hamzah, Aainaa Amir, Nor Shahirul Umirah Idris, Nurul Syazana Abdul Halim, Nursufiah Sulaiman, Amal Najihah Muhamad Nor, Mohd Mahmud, Lukman Ismail, Ai Yin Sow, Mazlan Mohamed, Sharizal Ahmad Sobri, Tan Tse Guan and Kamarul Hambali

Pertanika Journal of Science & Technology, Volume 30, Issue 4, December 2022

DOI: https://doi.org/10.47836/pjssh.30.4.16

Keywords: Hydroponic kit, knowledge, pre and post-test questionnaire, project-based learning, STEM education

Published on: 15 December 2022

Every year, high school students response to choosing a science stream has indicated a declining pattern. It may be due to the lack of technical application of science that students cannot foresee, thus preventing them from having a clear vision of how science and technology could greatly help daily human life. The study aims to assess the knowledge of high school students through STEM education via a project-based learning method using the hydroponic kit. Seventy students from a government school in Kota Bharu, Kelantan, Malaysia, participated in this study. The questionnaire was then evaluated based on the scores and displayed improvement. The mean score for the pre-test of general knowledge was M=3.8857, SD=1.41977, and then it increased to M=6.1857, SD=1.21932 for the post-test. In addition, the mean score for the pre-test of hydroponic system advantages was M=6.2000, SD=1.93068, which increased to M=8.8286, SD=0.65875 for the post-test. Meanwhile, the mean score for the pre-test of disadvantages of the hydroponic system was M=7.2571, SD=2.21121, subsequently increasing to M=9.4286, SD=0.73369 for the post-test. Finally, the mean score for the pre-test of practical knowledge was M=9.3429, SD=2.51307, and then increased to M=15.0571, SD=1.84065 for the post-test. Students’ responses to the tests indicated that their interest in the field of science has increased through their involvement in the hydroponic kit project.

  • Anwar, N., Masrek, M. N., & Sani, M. K. J. A. (2018). Information technology infrastructure flexibility: A review from previous studies and implications for research. International Journal of Academic Research in Progressive Education and Development, 7(3), 236-246. http://dx.doi.org/10.6007/IJARPED/v7-i3/4362

  • Banning, W., & Sullivan, G. (2011). Lens on outdoor learning (1st ed). Redleaf Press.

  • Barak, M., & Assal, M. (2018). Robotics and STEM learning: Students’ achievements in assignments according to the P3 Task Taxonomy-practice, problem solving, and projects. International Journal of Technology and Design Education, 28(1), 121-144. https://doi.org/10.1007/s10798-016-9385-9

  • Baran, E., Canbazoglu-Bilici, S., & Mesutoglu, C. (2015). Fen, Teknoloji, Muhendislik ve Matematik (FeTeMM) Spotu Gelistirme Etkinligi [Science, Technology, Engineering and Mathematics (STEM) Spot Development Event]. Arastırma Temelli Etkinlik Dergisi, 5(2), 60-69.

  • Baran, E., Bilici, S. C., Mesutoglu, C., & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics Science and Technology, 4(1), 9-19. https://doi.org/10.18404/ijemst.71338

  • Chua, K. H., Mageswary, K., & Zain, A. N. (2017). Influences of gender and school location on science environment in Malaysia lower secondary schools. In N. J. Ahmad & M. J. Zakaria (Eds.), Revitalising science teaching and learning culture towards sustainable living (pp. 1-13). SEAMEO RECSAM.

  • Dugger, W. E. (2010). Evolution of STEM in the United States [Paper presentation]. The 6th Biennial International Conference on Technology Education Research, Gold Coast, Queensland, Australia.

  • Ernst, J., & Burcak, F. (2019). young children’s contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience. Sustainability, 11(15), 4212. https://doi.org/10.3390/su11154212

  • Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23-60. https://doi.org/10.1007/s10648-014-9294-y

  • Hanif, S., Wijaya, A. F. C., & Winarno, N. (2019). Enhancing students’ creativity through STEM project-based learning. Journal of Science Learning, 2(2), 50-57. https://doi.org/10.17509/jsl.v2i2.13271

  • Hashim, H., Ali, M. N., Samsudin, M. A., & Shodiqi, H. A. (2020). nourishing students’ creative thinking through exemplar STEM lesson embedded during extracurricular activities. International STEM Journal, 1(1), 27-37.

  • Heng, C. K., Karpudewan, M., & Md Zain, A. N. (2017). Influences of gender and school location on science learning environment in Malaysian lower secondary schools. In N. J. Ahmad, & M. J. Zakaria (Eds.), Revitalising science teaching and learning culture towards sustainable living (pp. 1-13). SEAMEO RECSAM.

  • Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.

  • Ismail, M. H., Salleh, M. F. M., & Nasir, N. A. M. (2019). The issues and challenges in empowering STEM on science teachers in Malaysia secondary schools. International Journal of Academic Research in Business and Social Sciences, 9(13), 430-444.

  • Jeong, S., & Kim, H. (2015). The effect of a climate change monitoring program on students’ knowledge and perceptions of STEAM education in Korea. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1321-1338.

  • Kanadli, S. (2019). A meta-summary of qualitative findings about STEM education. International Journal of Instruction, 12(1), 959-976.

  • Koul, R. B., Fraser, B. J., Maynard, N., & Tade, M. (2018). Evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding. Learning Environments Research, 21(2), 285-300.

  • Lee, M.-H., Chai, C. S., & Hong, H.-Y. (2019). STEM education in Asia Pacific: Challenges and development. Asia-Pacific Education Research, 28(1), 1-4. https://doi.org/10.1007/s40299-018-0424-z

  • Lou, S. J., Tsai, H. Y., & Tseng, K. H. (2011). STEM online project-based collaborative learning for female high school students. Kaohsiung Normal University Journal, 30, 41-61.

  • McGillivray, S., Murayama, K., & Castel A. D. (2015). Thirst for knowledge: The effects of curiosity and interest on memory in younger and older adults. Psychology and Aging, 30(4), 835-841. https://doi.org/10.1037/a0039801

  • Munandar, U. S. C. (1999). Mengembangkan bakat dan kreativitas anak sekolah. Petunjuk bagi guru dan orangtua [Develop the talents and creativity of school children. Instructions for teachers and parents]. Gramedia Widiasarana Indonesia.

  • Razali, F. (2021). Exploring crucial factors of an interest in STEM career model among secondary school students. International Journal of Instruction, 14(2), 385-404. https://doi.org/10.29333/iji.2021.14222a

  • Sekaran, U., & Bougie, R. (2010). Research methods for business: A skill building approach (5th ed.). John Wiley & Sons Ltd.

  • Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84, 380-386. https://doi.org/10.1038/s41390-018-0039-3

  • Shaharuddin, W. Y. W., Ahmad, M., & Omar, S. (2020). Influence resources and power from the teachers’ perspective: An Exploratory Factor Analysis (EFA). International Journal of Advanced Science and Technology, 29(4s), 3486-3495.

  • Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6, 39. https://doi.org/10.1186/s40594-019-0192-1

  • Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Pauw, J. B., Dehaene, W., Deprez, J., De Cock, M., Hellinckx, L., Knipprath, H., Langie, G., Struyven, K., Van de Velde, D., Van Petegem, P., & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 2. https://doi.org/10.20897/ejsteme/85525

  • Tumuti, D. W., Wanderi, P. M., & Lang, C. (2013). Benefit of university-industry partnerships: The case of Kenyatta University and Equity Bank. International Journal of Business and Social Science, 4(7), 26-33.

  • Tytler, R., & Aranda, G. (2015). Expert teachers’ discursive moves in science classroom interactive talk. International Journal of Science and Mathematics Education, 13(2), 425-446.

  • United Nations Conference on Trade and Development. (2021). Technology and innovation report 2021: Catching technological waves: Innovation with equity. https://unctad.org/page/technology-and-innovation-report-2021

  • Wee, S. T., & Abas, M. A. (2015). Good governance practices in national solid waste management policy implementation: A pilot study on solid waste corporation’s staff in Batu Pahat, Malaysia. Australian Journal of Basic and Applied Sciences, 9(31), 445-451.

  • Widya, Rifandi, R., & Rahmi, Y. L. (2019). STEM education to fulfil the 21st century demand: A literature review. Journal of Physics: Conference Series, 1317, 012208. https://doi.org/10.1088/1742-6596/1317/1/012208

  • Yuk, F. H. (2008). Reflections on school career education in Hong Kong: Responses to Norman C. Gyber, Darryl Takizo Yagi, and Sang Min Lee & Eunjoo Yang. Asian Journal of Counselling, 15(2), 185-205.

ISSN 0128-7680

e-ISSN 2231-8526

Article ID

JSSH-8236-2021

Download Full Article PDF

Share this article

Related Articles