Instructional Planning for STEM Learning in Computer Science

Abstract

The Malaysian Matriculation Department aims to produce high-quality pre-university students who meet industry demands, in line with the Malaysia Education Blueprint 2013-2025. However, traditional instructional methods rely heavily on rote memorization, limiting students’ ability to apply knowledge in real-world contexts. To address this, STEM education must integrate authentic learning experiences that foster critical thinking and problem-solving skills. This study proposes a structured blended learning model for computer science education in Malaysian matriculation programs, incorporating blended learning strategies, authentic learning approaches, 21st-century skills, and technology tools. A convergent mixed-methods research design was employed, collecting both qualitative and quantitative data from students, lecturers, and administrators in a one-year matriculation program. Findings indicate that structured instructional guidance enhances students' engagement in real-world tasks, promoting self-directed learning and reducing reliance on rote memorization. A teaching guide was developed to support lesson planning, enabling educators to design interactive and meaningful learning experiences. The study also highlights that institutional support and educators’ willingness to adopt new teaching methods are critical for successful blended learning implementation. This research contributes to computer science education by providing a comprehensive instructional model tailored to the Malaysian matriculation context. By shifting towards student-centered, technology-driven learning, the proposed model enhances knowledge retention and practical skill development, better preparing students for higher education and future careers.