Designing A STEM Module Through EDP: A Conceptual Framework for Enhancing Science Achievement and Motivation
DOI:
https://doi.org/10.37134/ejoss.vol12.sp.5.2026Keywords:
STEM education, Engineering design process, Self determination theory, Science achievement, MotivationAbstract
Science education in Malaysia continues to face pressing challenges, particularly in students’ conceptual understanding of topics such as Force and Motion. International assessments, including TIMSS and PISA, consistently report low achievement among Malaysian students. At the same time, motivation to learn science remains a significant concern, with many perceiving it as abstract and disconnected from real life. This conceptual paper proposes a framework for a STEM learning module grounded in the Engineering Design Process (EDP). The framework is anchored in constructivist learning theory and structured through the ADDIE instructional design model to organise the five EDP phases namely Ask, Imagine, Plan, Create and Improve. To strengthen the affective dimension of learning, Self Determination Theory (SDT) is incorporated by aligning each design phase with the psychological needs of autonomy, competence and relatedness. The proposed framework is expected to foster students’ science achievement through hands-on experiences while also enhancing motivation by supporting their psychological needs. Although no empirical data are reported, this paper is positioned as a conceptual contribution. Accordingly, a pre-experimental design involving pre-test, post-test, and delayed post-test is proposed for future research as a pathway for future empirical validation to evaluate effectiveness and retention. By presenting a theoretically informed instructional design, this study contributes to the advancement of science education through an innovative approach that addresses both cognitive and motivational outcomes, while supporting Sustainable Development Goal (SDG) 4 on quality education.
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