Exploring the Impact of Cognitive Factors on Learning, Motivation and Career in Malaysia's STEM Education

STEM (Science, Technology, Engineering, and Mathematics) career interest has expanded in tandem with the rising emphasis on STEM education in schools and universities. Researchers investigated aspects and consequences connected to students' interest in STEM disciplines, which is critical for recognising their potential and inclination towards STEM subjects, particularly in the context of Malaysia's ongoing STEM education implementation. Kier et al. ( 2013) created the STEM-Career Interest Survey (STEM-CIS) as a theoretical framework for assessing STEM career interest. The STEM-CIS, which is based on the Social Cognitive profession Theory, takes into account factors such as profession choice, self-efficacy, outcome expectations, personal aspirations, and contextual factors. The STEM-CIS theory is made up of four sets of characteristics that describe careers in science, technology, engineering, and mathematics. These dimensions include self-efficacy, personal objectives, outcome expectations, interest in STEM courses, contextual support, and personal input. Understanding STEM career interest and using the STEM-CIS has important consequences for educational institutions, legislators, and career counsellors. This knowledge helps to produce a skilled and diversified workforce, which drives innovation and progress in STEM-related sectors.

Section: Introductionmentioning

confidence: 92%

Charting the Course: STEM Interest Career Survey among Secondary School Students in Malaysia

Idris,

Bacotang,

Govindasamy

et al. 2023

“…Students are more likely to acquire a strong sense of self-confidence, curiosity, and love for discovering the wonders of science, technology, engineering, and mathematics when they feel supported, encouraged, and respected for their uniqueness (Idris et al, 2023d). Individuals with different personality traits may have different preferences in how they approach and engage in learning activities, influencing their level of motivation and overall learning outcomes (Idris et al, 2023c).…”

Section: Figure 1 Theoretical Framework Proposed By Researchermentioning

confidence: 99%

Cracking the Code: Investigating the Relationship Between Big Five Personality Traits and STEM Education

Idris,

Bacotang,

Govindasamy

et al. 2023

The ultimate objective of this research is to provide light on the complex relationship between Big Five personality traits and jobs in science, technology, engineering, and mathematics (STEM). This study examines the role of personality traits, notably openness, conscientiousness, extraversion, agreeableness, and neuroticism, in growing one's interest and proclivity for STEM careers by examining data from a large sample of studies. The study's findings have far-reaching implications for both individuals and society as a whole. Understanding the influence of personality traits on STEM career pursuits can assist educational institutions, career counsellors, and policymakers in creating environments that encourage and support persons with specific personality profiles to pursue STEM jobs. Individuals can also gain substantial insights into their own predispositions and aptitudes, allowing them to make informed career decisions that are aligned with their own personality traits. By cracking the code and unravelling the deep relationship between Big Five personality traits and STEM career choices, this research hopes to contribute to the greater goal of broadening and strengthening the STEM workforce, ultimately paving the way for a more inclusive and innovative future.

“…Cognitive processes, which include perception, attention, memory, and problem-solving, have a considerable impact on how people perceive, process, and retain information (Riding & Rayner, 1998). A thorough knowledge of how these cognitive characteristics interact with learning styles and motivation is critical for establishing successful educational interventions that promote academic achievement and STEM engagement (Idris et al, 2023c). Idris et al (2023a) conducted a recent study that throws light on the issues and obstacles faced by STEM education in Malaysia in terms of student enrolment in STEM courses at schools.…”

Section: Introductionmentioning

confidence: 99%

Empowering Minds: Harnessing the Potential of Cognitive Field Independence and Dependence in STEM Education

Idris,

Bacotang,

Govindasamy

et al. 2023

The purpose of this article is to discuss the importance of cognitive field independence and field dependency in STEM (Science, Technology, Engineering, and Mathematics) education. It discusses the critical topic of cognitive types and their impact on STEM learning and problemsolving. This study intends to illuminate how educators might harness these cognitive features to empower students in their STEM learning journeys by investigating the characteristics and benefits of field independence and reliance. The study focuses on the success of fieldindependent learners in analytical and abstract thinking, as opposed to field-dependent learners' ability for holistic and context-based comprehension. It also looks into methodologies and pedagogical approaches for accommodating diverse cognitive styles in order to create inclusive and engaging learning environments. Recognizing and cultivating the qualities of field independence and dependency can help educators unlock students' full potential and foster a diverse range of problem-solving skills in the STEM industry. Finally, this paper emphasizes the necessity of recognizing cognitive variety and harnessing it as a significant tool for increasing creativity and achievement in STEM education.