Mini Steam Lab-Innovative Sustainable Teaching Aids Acceptance Among Student In Rural Primary School
Keywords:
Technology Acceptance Model (TAM), Teaching Kit, Behavioral IntentionAbstract
Introduction/Main Objectives: The purpose of this study is to investigate primary students' perceptions of the MIRO (Mini STEAM Lab-Innovative Sustainable Teaching Aids) adoption within schools using the Technology Acceptance Model (TAM), focusing on key constructs like perceived usefulness, perceived ease of use, attitude, and environmental and sustainability awareness.
Background Problems: Many schools face challenges in providing effective hands-on STEAM learning due to limited resources, a lack of interactive materials, and an over-reliance on conventional textbooks, which often reduces student engagement and comprehension.
Novelty: This study introduces the basic Mini STEAM Lab-Innovative Sustainable Teaching Aids (MIRO) as an innovative and sustainable tool to demonstrate STEAM principles and their real-world application, addressing gaps in interactive learning resources.
Research Methods: A quasi-experimental design was conducted among secondary school students in rural areas. The study utilized pre- and post-tests, classroom observations, and feedback from students and teachers. Data from the pre- and post-tests were analyzed using SPSS v25.
Finding/Results: The paired samples t-test showed that all constructs (perceived usefulness, ease of use, attitude, environmental and sustainability awareness, and behavioral intention) improved significantly from pre-test to post-test (p < .001), indicating a significant positive impact on the students.
Conclusion: The findings suggest that by improving usability, reinforcing sustainability themes, and strengthening instructional support, MIRO can foster deeper student engagement with STEAM concepts and promote greater environmental responsibility among school students.
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