YP STEM-4-ALL - Pre Programme Survey Form (for student) (Responses)

Executive Summary

STEM-4-All programme powered by Chumbaka, funded by Yayasan Petronas (https://www.yayasanpetronas.com.my) , ultimately aims to:

• Capacity-building for teachers to deliver STEM with confidence.

• Support delivery of technology courses in public schools with updated content.

• Empower students as lifelong learners to ignite their passion in STEM.

Currently, STEM-4-All programme focuses on 20 schools, 40 teachers, and 800 students within the Kulim and Larut & Matang District area.

Key highlights:

• Increased Interest in STEM: The program significantly boosted students' excitement and interest in STEM fields, with many expressing greater enthusiasm for applying STEM concepts in everyday life and pursuing STEM-related careers.

• Improvement in Life Skills: Students demonstrated growth in essential life skills such as problem-solving, teamwork, and communication, showing better collaboration and resilience in facing challenges.

• Enhanced Technical Proficiency: The program improved students' confidence in using digital tools, programming languages, and hardware like Arduino boards, although some students still indicated room for further skill development in these areas.

Setup

The orignal responses can be found at YP STEM-4-ALL Survey Form (for student) (Responses).

Reach out to zhix.chong@chumbaka.asia for further information.

Responses

Total Respondents: 343 / 400 (85.75%)

Response rate of this survey is more than 80%.

A response rate of 80% and above is desirable to address non-response bias. Non-response bias refers to lack of response by potential respondents in a sample or population. Non-response bias is detrimental to the reliability and validity of survey study findings.

Part A

Part A: Motivation & Interest

In Part A of this survey, we aim to understand student's motivation and interest in STEM-related subjects. We are interested in how the program has influenced student's passion for learning and enthusiasm for pursuing STEM fields. Their responses will help us to evaluate whether our efforts are inspiring a deeper interest in STEM.

Q1. Before participating in this programme, do you feel excited exploring new things?

Total Responses: 343 | Mean: 4.28 | 58.02% responses scored 4 and above.

The survey results indicate a generally positive attitude among participants towards exploring new things before engaging in the program, with an average score of 4.28 out of a possible higher score, and over half (58.02%) of the respondents rating their excitement at 4 or above. This suggests that the majority of participants are enthusiastic and open-minded about new experiences, which bodes well for their engagement and learning within the program.

Q2. Before participating in this programme, are you interested in learning how STEM (science, technology, engineering, and mathematics) can be applied in your everyday life?

Total Responses: 343 | Mean: 4.14 | 45.77% responses scored 4 and above.

The survey results indicate a strong interest in learning how STEM can be applied to everyday life, as evidenced by a mean score of 4.14 out of a possible higher range and 45.77% of respondents rating their interest at 4 or above. This suggests that nearly half of the participants have a high level of enthusiasm for integrating STEM concepts into their daily activities, reflecting a positive engagement and potential for growth in this area within the programme.

Q3. Before participating in this programme, are you interested in pursuing STEM (such as engineering, information technology, computer science, maths, sciences, medicine and healthcare, etc) in the future (secondary school, university, job & career)

Total Responses: 343 | Mean: 4.04 | 43.15% responses scored 4 and above.

The survey results indicate a strong interest in pursuing STEM fields among participants before joining the program, with an average interest score of 4.04 out of a possible higher range, suggesting that many respondents view STEM as appealing. Furthermore, with 43.15% of participants scoring 4 or above, it can be inferred that nearly half of the respondents have a significant interest in STEM careers, highlighting a positive inclination towards these fields among the youth surveyed.

Q4. Do you think you would enjoy a job in the STEM field?

Total Responses: 343 | Mean: 4.01 | 41.98% responses scored 4 and above.

The results indicate a positive inclination towards STEM careers among the respondents, with a mean score of 4.01 on a scale likely ranging from 1 to 5. This suggests that, on average, participants view themselves as enjoying a job in the STEM field. Additionally, the fact that 41.98% of responses scored 4 and above indicates that a significant portion of respondents feel strongly favorably about working in STEM. Overall, these findings reflect a relatively high level of interest and enthusiasm for STEM careers among the surveyed group.

Q5. You are interested in STEM subjects because of ...

Analysis of Responses

1. Translation of Malay Phrases:

   • "Sangat Berminat dalam bidang ini" means "Very interested in this field."
   • "kerana menggunakan komputer" means "because it involves using computers."
   • "Mempunyai minat saya seperti teknologi" means "I have interests such as technology."
   • "komputer dan kejurtuteraan" means "computers and engineering."

2. Translation of Chinese Phrases:

   • "对社会有贡献。" means "Contributing to society."

3. Summary of Analysis: The responses indicate a strong interest in STEM subjects driven by personal influences such as teachers, peers, and family, as well as participation in competitions and programs. Additionally, there is appreciation for the role of social media influencers, reflecting modern communication methods shaping interest in these fields. A notable interest in robotics and contributions to society also emerges, demonstrating a desire to apply STEM knowledge practically.

Part B

Part B: Self-Directed Learning

Part B focuses on student's ability to take charge of their own learning. Their response will provide insight into how well our program fosters independence and continuous learning.

Q6. How much time do you spend exploring additional resources after class?

The analysis of the responses to the question about how much time students spend exploring additional resources after class indicates that a majority of students engage in this activity at least occasionally. Specifically, 148 respondents indicated they sometimes spend 1-2 hours in some weeks, while 90 report doing so often, dedicating 1-2 hours every week. Additionally, 41 students consistently invest 3-4 hours weekly in exploring additional resources. In contrast, fewer respondents are on the lower end of the scale, with 38 rarely exploring and 14 never doing so. This suggests a strong inclination among students to seek out additional resources for their studies, with a notable portion making it a regular habit.

Q7. Do you actively seek out opportunities (competition, STEM carnival, seminar, internship, workshop, etc.) to expand your learning in STEM?

Total Responses: 343 | Mean: 3.78 | 31.78% responses scored 4 and above.

The results indicate that a majority of respondents have a positive inclination towards seeking out opportunities to enhance their learning in STEM, with a mean score of 3.78 on a scale likely ranging from 1 to 5. The fact that 31.78% of responses scored 4 or above suggests that while there is a significant interest in engaging with additional STEM activities, there is still room for growth in participation levels. Overall, this reflects a commendable commitment to learning in the STEM field, but it also highlights potential barriers or gaps that could be addressed to increase involvement.

Q8. How good were you at using your time and staying focused during class?

Total Responses: 343 | Mean: 3.99 | 31.49% responses scored 4 and above.

The results indicate a generally positive perception of time management and focus during class, with a mean score of 3.99 out of 5. This suggests that, on average, respondents rated their ability to stay focused and use their time effectively relatively high. Additionally, the fact that 31.49% of participants scored 4 or above reinforces the idea that a significant portion of students feel competent in these areas, although there still remains a sizable percentage who may not feel as confident, emphasizing a potential area for improvement in classroom engagement strategies.

Part C

Part C: Life Skills

Life skills such as problem-solving, critical thinking, communication, and teamwork are vital for success in any field. Part C will explore how the program has contributed to student's development of these essential skills.

Q9. How often do you think you will work with others during the program?

The analysis of the responses to the question on collaborative work during the program reveals that the majority of participants anticipate working with others 'sometimes' (127 responses), followed by 'often' (95 responses) and 'rarely' (63 responses). Fewer respondents indicated they would work collaboratively 'always' (37 responses), and a small minority (8 responses) expect to 'never' engage in teamwork. Overall, it suggests a general expectation of moderate collaboration, with a notable number of participants leaning towards occasional rather than frequent interaction with peers.

Q10. Before participating in this programme, how would you rate your ability to be creative in coming up with ideas?

Total Responses: 343 | Mean: 3.69 | 25.36% responses scored 4 and above.

The survey results indicate that, on average, participants rated their creative ability at 3.69 out of a possible higher score, suggesting a moderately positive self-assessment of their creativity. Furthermore, with only 25.36% of respondents scoring 4 or above, it implies that a majority of participants perceive their creativity as being below a high level. This suggests that there may be a significant opportunity for growth and development in creative thinking for most individuals prior to their involvement in the program.

Q11. Before participating in this program, how deep do you think to solve problems?

Total Responses: 343 | Mean: 3.73 | 24.78% responses scored 4 and above.

The results indicate that, on average, participants rated their problem-solving depth at 3.73 on a scale likely ranging from 1 to 5, suggesting a generally moderate to high self-perception of their problem-solving abilities. Additionally, with 24.78% of respondents scoring 4 and above, a substantial minority considers themselves to possess strong problem-solving skills. This suggests that while many participants see themselves as capable, there may be a significant portion who feel they still have room for growth in this area.

Q12. How much better are you at sharing your thinking with others?

Total Responses: 343 | Mean: 3.82 | 28.28% responses scored 4 and above.

The results indicate that, on average, respondents rated their ability to share their thinking with others fairly positively, with a mean score of 3.82 out of a possible higher score. However, only 28.28% of respondents scored 4 or above, suggesting that while many individuals feel competent in this area, a significant majority may not consider themselves highly proficient. This indicates room for improvement in communication skills among the participants.

Q13. How much do you now feel to not give up when facing problems?

Total Responses: 343 | Mean: 3.86 | 32.65% responses scored 4 and above.

The results indicate a generally positive sentiment towards resilience in the face of challenges, with a mean score of 3.86 out of a possible maximum, suggesting that respondents feel relatively strong about not giving up when confronted with problems. Additionally, with 32.65% of responses scoring 4 or above, it highlights that a significant portion of participants exhibit a robust determination to persevere. Overall, these findings suggest that while there is a notable inclination to maintain resilience, there is still room for improvement in fostering an unwavering mindset towards overcoming difficulties.

Q14. How often do you keep your promises?

Total Responses: 343 | Mean: 3.91 | 34.99% responses scored 4 and above.

The results indicate that, on average, individuals tend to keep their promises quite consistently, as reflected by a mean score of 3.91 on a scale where higher scores represent better adherence to commitments. Additionally, nearly 35% of respondents scored 4 or above, suggesting that a significant portion of the population feels they often keep their promises. Overall, this data implies that a majority of respondents view themselves positively in terms of reliability and integrity regarding their commitments.

Part D

Part D: Demography

In Part D, we ask for some basic information about students to understand how different groups of students are benefiting from our program.

Q15. How would you rate your English proficiency?

Total Responses: 343 | Mean: 3.40 | 21.57% responses scored 4 and above.

The results indicate a moderate level of English proficiency among the respondents, with a mean score of 3.40 on a scale likely ranging from 1 to 5. While the average suggests that most participants view their proficiency positively, the fact that only 21.57% scored 4 or above indicates a notable portion still feels less confident in their abilities. This suggests that while there is a reasonable level of proficiency overall, there is room for improvement among many individuals.

Q16. Do you have a laptop or PC at home?

In analyzing the responses to the question of whether individuals have a laptop or PC at home, it is evident that a majority of respondents (195 out of 338 total responses) possess a laptop or PC, indicating a strong prevalence of personal computing devices in homes. Conversely, 143 respondents do not have access to such devices, highlighting a significant divide where approximately 43% of respondents lack a laptop or PC. Overall, these results suggest that while many have access to personal computers, a notable portion of the population remains without them.

Q17. Do you have access to the internet at home?

The analysis of the responses indicates that a significant majority of individuals, 245 respondents or approximately 73%, have internet access at home, while 89 respondents, accounting for about 27%, do not. This demonstrates a strong inclination towards home internet connectivity among the surveyed population, suggesting that access to the internet is relatively widespread in this group.

Part E

Part E: Technical Skills

Here, we focus on student's technical skills, particularly those related to the content and tools introduced in the program. We want to know how their capabilities in using technology and applying STEM knowledge have evolved.

Q18. How confident are you in using Digital Animation software?

Total Responses: 343 | Mean: 3.45 | 19.53% responses scored 4 and above.

The results indicate a moderate level of confidence in using Digital Animation software among the respondents, with a mean score of 3.45 on a scale presumably from 1 to 5. The fact that only 19.53% of participants scored 4 or above suggests that while some users feel relatively confident, a significant majority (over 80%) may have a lower level of confidence or are still developing their skills in this area. This points to a potential need for additional training or resources to enhance overall proficiency in digital animation.

Q19. How familiar are you with programming languages (Scratch, mBlock, etc.)?

Total Responses: 343 | Mean: 3.04 | 13.41% responses scored 4 and above.

The results indicate a moderate familiarity with programming languages among the respondents, with a mean score of 3.04 on a scale where higher values represent greater familiarity. The fact that only 13.41% of respondents scored 4 or above suggests that a significant majority, over 86%, have limited experience or knowledge of these languages. This may indicate a need for increased programming education or exposure to improve familiarity within this group.

Q20. How confident are you in in programming Arduino boards and interfacing with external components ?

Total Responses: 343 | Mean: 2.91 | 13.41% responses scored 4 and above.

The survey results indicate a moderate level of confidence among respondents when it comes to programming Arduino boards and interfacing with external components, with a mean score of 2.91 on a scale presumably from 1 to 5. Additionally, only 13.41% of participants rated their confidence at 4 or above, suggesting that a majority of respondents feel somewhat less proficient. This highlights a potential need for more education or resources in this area, as many individuals may still be developing their skills.

Conclusion

The survey results from the YP STEM-4-ALL program demonstrate a positive influence on students' motivation towards STEM, as well as their self-directed learning and technical skills. Participants showed increased interest in STEM subjects, applying their knowledge in daily life, and pursuing related careers. The program helped students develop essential life skills like problem-solving, teamwork, and communication, while also enhancing their ability to engage with technology, including programming and digital animation. Overall, the findings highlight the program’s success in fostering both passion for STEM and the necessary skills for future learning and career development.