Design, Development, Implementation and Evaluation of Female-friendly Learning Design on Enhancing Grade 1 and 2 Girls’ Motivation in STEM education

Stereotypes towards girls in STEM education begin to affect students from as early as 6 years of age, which has led to a lowering of girls’ interest in STEM. In addition, the underrepresentation of females within STEM careers has eventuated in a lack of female role models for girls. Thus androcentrism surrounding STEM education and careers has ensued in learning design subject to masculine ways of learning. This study introduces a contemporary approach to the production of STEM learning design, fashioned upon a need for female-friendly learning. This study explores the extent to which grade 1 and 2 girls’ application of female-friendly STEM learning design influences their motivation in STEM. 60 grade 1 and 2 girls were selected to take part in this study. Applying the Analyze, Design, Develop, Implement and Evaluate (ADDIE) model of instructional design, this study considers the features of connected learning theory in the design, development and evaluation of female-friendly learning design.