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Technology Integration in STEM Learning: An Analysis of Digital Usage

among Rural Primary School Students, Sarawak

Herman Senghie

, Fatin Hana Naning

& Siti Nur Rohani Hasbie

Sekolah Kebangsaan Kelawit, Tatau Bintulu, Sarawak

2,3

Universiti Putra Malaysia, Sarawak

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100359

Received: 19 November 2025; Accepted: 26 November 2025; Published: 11 December 2025

ABSTRACT

This preliminary study aims to examine how digital learning can support digital literacy among primary school

students in Science and Mathematics in Sarawak. With the increasing integration of technology in education,

digital learning has the potential to become an important medium that not only improves digital literacy, but

also strengthens understanding of STEM concepts in an English language environment. This descriptive

quantitative study involved 40 students from years four to six in a government primary school in Sarawak. The

study instrument was a structured questionnaire to obtain data and initial observations on the level of access to

digital devices, digital literacy skills, and patterns of technology use by students in the context of learning

Science and Mathematics through English. The study findings show that primary school students have a

relatively good level of digital access, especially through the use of smartphones, which are their main devices

at home. In learning Science and Mathematics, the use of technology was found to be minimal and did not

involve in-depth interactive applications. Students relied more on watching videos or searching for instant

information, while the use of specialized software such as simulations, digital quizzes or STEM training

applications has not yet been widely practiced. This finding illustrates that although students have exposure to

technology, the potential of digital devices as learning tools has not yet been optimally utilized. This study

suggests that teachers design more structured and authentic digital activities, including the use of virtual

simulations, educational games, video assignments, and interactive learning platforms to simultaneously

improve language proficiency and understanding of STEM concepts.

Keywords: STEM, digital learning, technology usage, rural school, primary school

INTRODUCTION

The development of digital technology in the 21st century has brought about significant changes in the global

education system. This transformation has not only affected the way students access information, but also

changed pedagogy, delivery methods, and the role of teachers in the classroom (Jaffee, 2003; Crawford &

Jenkins, 2017). In Malaysia, efforts towards the digitalization of education have been strengthened through

various initiatives such as the Malaysian Education Development Plan (PPPM) 2013–2025 which emphasizes

the need for mastering 21st century skills, including digital literacy, communication, creativity and critical

thinking. Along with this, digital learning has now become one of the approaches that are increasingly

receiving attention to improve students' learning experiences in an interactive, accessible and student-centered

way (Kerimbayev, 2023). For primary school students, digital learning has significant value because it can help

them form the foundation of technological skills from the beginning. The use of devices such as smartphones,

tablets and laptops has become part of children's daily routines (Radesky et al., 2020), thus opening up

opportunities for teachers to utilize these technologies in formal learning (Al-Awidi & Al-Furaih, 2023). Roy

(2024), in his study, showed that students exposed to digital learning tend to have higher levels of engagement

and motivation compared to traditional chalk-and-talk approaches.

In fact, Learning applications, educational videos, simulations and digital games can make learning more

interesting and meaningful (Anastasiadis, Lampropoulos, & Siakas 2018). In the context of teaching Science

and Mathematics, digital learning can support the understanding of abstract concepts through visualization,

digital manipulation and interactive activities. For example, virtual science experiment simulations, Math

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games, online quiz platforms and demonstration videos can increase conceptual understanding while providing

flexible self-learning opportunities. In addition, the use of digital in STEM (Science, Technology, Engineering

and Mathematics) learning has been identified as an effective strategy to improve students' ability to solve

problems, think analytically and apply concepts in real-world situations (Hafni et al., 2020).

However, a major challenge in the Malaysian education system is the proficiency of English among primary

school students, especially when used as the language of instruction for Science and Mathematics subjects.

Rao (2019), argues that English not only serves as the language of international communication, but also acts

as the primary language for scientific and technological knowledge. Therefore, many students face difficult ies

in understanding scientific and mathematical terminology due to lack of exposure to academic English

language. Digital learning can be an alternative approach that helps students improve their English proficiency

indirectly through continuous exposure to English-language digital content (Niu et al., 2022). However,

although today's students are considered "digital natives", their use of technology is more focused on

entertainment than learning. Many students have access to digital devices and are skilled in using them, but not

all are able to utilize the technology for academic purposes. The gap between digital skills and the use of

technology for formal learning needs to be addressed, especially in Science and Mathematics learning which

requires a higher level of digital literacy and academic language (Bernacki et al., 2021). In this regard, this

study was conducted to examine the level of access, digital literacy and patterns of technology use among

primary school students to support the learning of Science and Mathematics through English. This study is

important to understand the level of digital readiness of students as well as the potential and constraints of

using technology in STEM learning at the primary school level. It is hoped that the results of this study can

help teachers plan more effective digital strategies that are relevant to the needs of students.

Research Objective

To access the extent to which students use digital tools to support understanding of Science and

Mathematics in English

LITERATURE REVIEW

Access to digital devices such as computers, tablets and smartphones is a basic prerequisite in shaping

students' readiness for digital learning. Various studies have shown that primary school students are now

increasingly exposed to the use of digital devices in their daily lives (Ichhpujani et al., 2019). A study by Ching

et al. (2005); Anuar & Hussin (2021) found that the majority of students in Malaysia have access to at least one

digital device at home, although the level of access varies depending on the family's socioeconomic status.

Although smartphones are the most accessible devices, studies show that only a small proportion of students

have access to computers or laptops that are more suitable for academic assignments and technology-intensive

learning activities (Tan, 2022). This imbalance in access to digital devices can affect students' readiness to

follow Science and Mathematics learning through digital platforms, especially those that require interactive

visual displays or software manipulation. Digital literacy encompasses the ability of individuals to access,

understand, evaluate, use and produce information through digital technology. In the context of primary

education, digital literacy is becoming increasingly important because students need to master basic

technology skills before they can effectively utilize digital learning. According to Bawden (2008), digital

literacy is not limited to technical mastery, but also encompasses cognitive aspects such as the ability to

evaluate information and make accurate decisions. A study by Mohamed Anuar (2021) found that school

students in Malaysia showed a moderate level of digital literacy, especially in the aspects of navigating

learning platforms, using learning applications, and digital communication. However, skills such as effective

information search, selecting authentic sources, and using interactive STEM applications are still low. Lack of

systematic guidance and training was also identified as a factor that makes it difficult for students to make

optimal use of technology in learning.

The use of digital technology in teaching Science and Mathematics has been shown to improve conceptual

understanding through clearer visualization and simulation (Liu & Liu, 2025). Students can interact with

content more actively through digital resources such as experimental videos, interactive modules, educational

games and online quizzes. Research by Byukusengen (2023) found that technology helps reduce conceptual

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misunderstanding in Mathematics through animation-based learning and digital manipulatives. In Science

subjects, the use of simulations can help students understand phenomena that are difficult to do in real

experiments due to safety or equipment constraints (Ahmad, 2019). However, local studies show that students

are more likely to use technology for passive activities such as watching videos than for active activities such

as completing quizzes, running virtual simulations or using specific STEM applications (Ariza, 2023). This

indicates that the potential of digital learning in improving Science and Mathematics mastery has not yet been

fully realized in primary schools.

Learning Science and Mathematics through English requires students to master academic language that

sometimes exceeds their daily proficiency level. A study by Davis et al., (2015) showed that primary school

students often face difficulties in understanding scientific and mathematical terms in English. Digital learning

can help overcome this challenge through multimedia content that supports visual and auditory

comprehension. In addition, exposure to English-language digital content can indirectly increase students'

academic vocabulary (Sivan, 2020). The use of technology such as experimental videos, simulation

applications, and English-language Math games provides a more authentic learning context. This not only

supports understanding of STEM concepts, but also increases students' confidence in using English for

learning (Kurniawan, 2022). However, the effectiveness of this approach depends on the level of students'

digital literacy as well as teacher guidance in planning directed and meaningful learning experiences. Overall,

the literature shows a clear relationship between access to digital devices, level of digital literacy, and use of

technology in Science and Mathematics learning. Students with good digital access and high digital literacy

have more potential to use technology effectively in learning contexts. However, the use of specific technology

for English-based STEM learning has not yet been fully utilized in primary schools. This literature review

supports the need to assess students' digital readiness levels in learning Science and Mathematics through

English in primary schools, in line with the study's objectives.

METHODOLOGY

The methodology of this study used a descriptive quantitative research design (Alakrash & Abdul Razak,

2021) to assess the level of access to digital devices, digital literacy and patterns of technology use in learning

Science and Mathematics through English among primary school students. This design was chosen because it

allows researchers to describe the patterns, levels and tendencies of technology use based on numerical data

without changing the study variables. This study involved 40 students from Year 4 to Year 6 from a

government primary school in Sarawak who were selected through a convenient sampling method, because

this group of respondents was easily accessible and suitable for the study objectives (Boyuong et al., 2019).

The study instrument was a structured questionnaire that included four main sections: demographic

information, access to digital devices, digital literacy and use of technology for learning Science and

Mathematics. Basic measurement questions were used to facilitate students to provide accurate responses. The

data obtained were analyzed using descriptive statistics such as frequency and percentage to identify the level

of access and digital literacy as well as the tendency to use technology in learning (Rafi et al., 2019). This

method is considered appropriate because it provides a comprehensive picture of students' digital readiness and

use in the context of English-based STEM learning. Moreover, the survey questionnaire was modified from Ng

(2012), Glynn et al. (2011), and Kier et al. (2014). A few components were changed to fit the STEM learning

environment in rural elementary schools.

FINDINGS

The study findings were analyzed based on descriptive analysis, using percentages from data processing that

were analyzed using SPSS version 23.

Table 1

Demographic Profile

Gender

Male

47.5

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Female

52.5

Age (Years Old)

37.5

32.5

30.0

Smartphone Ownership

Own Smartphone

Sharing Smartphone

The demographic profile in table 1 shows that 47.5% of the respondents were male students and 52.5% were

female students. Furthermore, among males and females, 10-year-olds represented 37.5%, 11-year-olds

represented 32.5% and 12-year-olds represented 30.0%. The next finding shows that 80% of primary school

students have their own smartphones and 20% of students do not have smartphones and share them with

family members. Findings indicate that the majority of students have access to smartphones, either their own

or shared with family members. The reliance on smartphones is consistent with previous studies that found

smartphones to be the most dominant digital device among primary school students due to their lower cost and

ease of access (Ichhpujani et al., 2019). While smartphones provide basic facilities for digital learning, some

Science and Mathematics learning applications require larger screen displays or more stable computer

functions. This suggests that even if students have digital access, such access is not necessarily suitable to

optimally support STEM learning. These findings also indicate a gap between digital device ownership and

students’ willingness to use technology as a formal learning tool.

Table 2

Item

Yes

Have you ever used a smartphone to study Science or Mathematics?

92%

I enjoy learning Science and Mathematics in English

92.5%

7.5%

Table 2 shows that the majority of students use smartphones for Science or Mathematics learning at 92%. This

indicates that their usage patterns are still at a basic level. Furthermore, the findings show that 92.5% of

students enjoy learning Science and Mathematics in English. This percentage is very high and has several

important implications, namely directly fostering a positive interest in STEM in English. Therefore, this high

interest shows that students feel comfortable with the use of English in the STEM context, and students also

have intrinsic motivation to explore scientific and mathematical concepts and also shows that acceptance of

technology-based learning and digital materials that are usually in English. Thus, initial findings have shown

that students in rural schools actively use digital devices, especially smartphones to access learning materials

such as videos and online resources in English. Exposure to digital content in English increases students'

understanding and confidence in line with Sivan's (2020) study which states that exposure to digital content in

English can increase students' academic vocabulary, thus facilitating their understanding of Science and

Mathematics terms. In fact, Niu et al., (2022), also found that digital learning in English helps build "academic

English" through virtual learning activities. Therefore, students' enjoyment may stem from access to videos,

simulations and English applications that make learning more interesting and easier to understand.

In fact, diagram 1 shows that the most dominant activity of students is searching for answers or information

onthe internet at 35%, followed by using applications for Science or Mathematics training at 33%, then

watching Science experiment videos at 17% and finally playing Mathematics music online at 15%. Therefore,

the use of specific applications such as science simulations, Mathematics games, or digital training platforms is

much lower. This pattern shows that students use technology passively, namely as a tool for finding

information or watching content, rather than as an interactive tool to explore concepts. This finding is in line

with Kurniawan's (2022) study which found that students are more involved in digital use for entertainment or

viewing than interactive learning activities. Since English-based STEM learning requires understanding

concepts and academic language simultaneously, the use of technology that only involves passive viewing may

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not be sufficient to improve both aspects. Structured digital activities such as experimental simulations,

adaptive Math exercises, or educational games can provide a deeper learning experience and support the

mastery of English terms in a contextual manner.

Diagram 1

Diagram 2 show result that students can use smartphones for the purpose of using learning applications by

32%, followed by submitting schoolwork using WhatsApp or Google Classroom by 28%, next is answering

quizzes or Kahoot by 20%, followed by typing essays or answers using smartphones by 15% and finally

downloading or saving pictures or videos of lessons by 5%. Overall, students reported moderate to high levels

of digital literacy. They were able to search for information on the internet, use interactive applications such as

Quizizz and Kahoot, submit assignments via WhatsApp or Google Classroom, and download learning

materials. This pattern indicates that students have a sufficient foundation of technological skills to handle

digital learning with minimal guidance. However, more complex skills such as using Science or Mathematics

training applications in depth, typing efficiently, or operating structured learning platforms are lacking. This

situation is similar to the results of Anuar and Hussin (2021) which stated that primary school students have

basic technical skills but lack high-level digital literacy skills that involve searching for critical information,

selecting authentic sources, and using STEM-specific applications. This indicates that students actually have

good digital potential, but that potential has not yet been optimally utilized for academic purposes. More

targeted digital literacy training that is relevant to formal learning needs to be provided to students so that they

are better prepared to face the learning needs of the 21st century.

Diagram 2

How do you use a Smartphone?

17%

35%

15%

33%

Watching science experiment

videos

Play Mathematics music

online

Using Science/Math training

apps

Searching for answers or

information on the internet

Can you do the following?

20%

28%

15%

32%

Take quizzes or kahoots

Use learning apps

Type essays or answers using your

phone/computer

Submit homework via WA/Google

Classroom

Download or save pictures/videos

for learning

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In short, learning Science and Mathematics is very helpful for students in learning through digital methods

which can increase motivation (Roy, 2024) and interest in student involvement indirectly. With digital games,

videos and simulations, learning is more interactive and fun for students which helps to foster students' interest

in enjoying STEM learning in English. By using smartphones as technology and a combination of English,

students can increase their confidence in increasingly challenging academic contexts.

CONCLUSION

Overall, the study findings show that students have a good level of digital readiness in terms of device access

and basic skills. Therefore, these findings indicate that there is an urgent need to design a more directed,

structured and adapted digital education strategy for primary school students. Teachers need to play an

important role in guiding students to use technology as an active learning tool, not just entertainment. The

overall findings of this study show that students' level of digital access is satisfactory, but still focuses on the

use of smartphones as the main device. This situation has implications for the types of digital learning

activities that can be carried out, since smartphones have certain limitations in supporting more complex

software or applications. In terms of digital literacy, students show a moderate to high level of mastery of basic

skills such as searching for information, watching learning materials, accessing quiz applications and

submitting assignments online. However, deeper digital skills such as the use of interactive software, STEM

simulations or manipulation of digital objects have not yet been fully mastered. In this regard, the use of

technology in Science and Mathematics learning is still basic and tends to be passive activities such as

watching experimental videos or searching for information only, without involving interactive elements or a

higher level of self-exploration. As a result, the true potential of digital learning in supporting English for

Science and Mathematics mastery can be enhanced to its fullest potential, especially in helping students

understand academic terminology, explore concepts visually and improve problem-solving skills through more

focused digital activities. This discussion supports the need for more strategic digital pedagogical interventions

to help students master STEM concepts and English simultaneously through digital learning.

RECOMMENDATION

The STEM Career Interest Survey (Kier et al., 2014), Science Motivation Questionnaire II (Glynn et al., 2011),

Digital Literacy Framework (Ng, 2012), Technology Acceptance Model (Davis, 1989), and DigComp 2.1 are

examples of theory-based instruments that should be modified for future research. Self-efficacy, motivation,

perceived utility, perceived ease of use, and socio-emotional digital literacy are some of the larger categories

found in these instruments that can offer a more thorough knowledge of the variables influencing student

involvement in STEM learning. In order to evaluate the association between variables inferentially rather than

only descriptively, future research needs also develop a more robust conceptual framework based on theories

like TAM, TPACK, and Social Cognitive Theory. Furthermore, the results will be more representative and

broadly applicable if the study is extended to more rural schools across Sarawak, including inland, coastal, and

semi-rural regions. A greater knowledge of the actual context of STEM learning in English can be obtained

through the use of mixed methods, which combine extensive questionnaires with teacher and student

interviews and classroom observations. The first study's findings about pupils' high levels of enjoyment in

science and mathematics can be explained by these qualitative findings. The impact of digital literacy on

STEM interest, the association between technology use and STEM accomplishment, and the relationship

between English language competency and the efficacy of STEM instruction are just a few of the statistical

relationships that need to be tested. A larger sample size and a more thorough, theory-based research

methodology can yield more reliable results and help create STEM intervention models that are better suited

for rural schools.

ACKNOWLEDGEMENT

I want to express my sincere gratitude to the Sarawakian school that welcomed me and made this study

possible. The students who took the time to honestly and enthusiastically answer the questionnaire have my

sincere gratitude; their involvement is the foundation of this endeavour. I also want to express my gratitude to

the educators and administrators that helped me patiently throughout the data gathering process, frequently

going above and beyond to make sure everything went as planned. My deepest gratitude goes out to my

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mentors and colleagues who provided me with quiet support, encouragement, and insightful remarks along the

way. These discussions, no matter how modest, had a greater influence on this paper than they may have

realised.

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