Development of a STEM Training Module Integrating GeoGebra and Augmented Reality for the Topic of Functions Based on the Sidek Module Development Model and the STEM Education Quality Framework

Abstract

Learning the topic of Functions is often perceived as difficult because of its abstract nature and the lack of visual representation in the teaching and learning process. This paper reports the development and evaluation of a STEM Training Module for the topic of Functions that integrates GeoGebra software and Augmented Reality (AR) technology. The module was developed using a design and development research approach, operationalised through the Sidek Module Development Model (SMDM): the first phase comprised the nine steps of drafting the module, with the STEM Education Quality Framework and the topic of Functions as the two content pillars, and the second phase comprised trialling and evaluating the module. The development produced a module comprising four learning units based on real world contexts related to temperature and heat, namely temperature scales (Composite Functions), temperature conversion (Inverse Functions), and hypothermia and hyperthermia (Quadratic Functions). Each unit contains six fixed components, namely Introduction, Knowledge Test, Real World Application Exercise, Revision Exercise, GeoGebra AR Activity and GeoGebra Applet. The module applies constructivist and active learning theories, uses Polya’s four phase problem solving model as its strategy, and provides three dimensional GeoGebra and interactive AR applets to enable students to visualise the concept of Functions. The paper also specifies the module’s assessment procedures, implementation guidelines and technological requirements. In the evaluation phase, expert appraisal by five specialists yielded a high overall validity of 90.0% (with construct validity of 100%), the reliability coefficient (Cronbach’s Alpha) was .874, and usability among Form Four students was high. This paper contributes a concrete example of a systematic, technology based STEM module design, together with evidence of its validity, reliability and usability, that can be adapted by other teachers and researchers