Need analysis for the development of a microcontroller instructional module programming literacy

Bulletin of Electrical Engineering and Informatics
Vol. 9, No. 2, April 2020, pp. 507~513
ISSN: 2302-9285, DOI: 10.11591/eei.v9i2.2077  507
Journal homepage: http://beei.org
Need analysis for the development of a microcontroller
instructional module programming literacy
Yusriza Mohamad Yusof1
, Afida Ayob2
, Mohamad Hanif Md Saad3
, Haryanti Mohd Affandi4
,
Aini Hussain5
1,2,3,5
Centre for Integrated Systems Engineering and Advanced Technologies (INTEGRA),
Department of Electrical, Electronics and Systems Engineering,
Faculty of Engineering and Built Environment, The National University of Malaysia, Malaysia
4
Engineering Education Research Center, Faculty of Engineering and Built Environment,
The National University of Malaysia, Malaysia
Article Info ABSTRACT
Article history:
Received Oct 30, 2019
Revised Dec 28, 2019
Accepted Jan 24, 2020
In the era of the IR 4.0, the use of information technology among school
students is widespread but students are not proficient in computer
programming. To compete in the digital world, students need to be exposed to
computer programming in order to produce computer programming experts.
Integrating computer programming into the school curriculum can improve
students literacy of computer programming but adequate computer
programming skill among teachers are quite limited. Therefore,
the development of microcontroller instructional teaching module which could
address this problem is needed. This development aims to develop the module
using design and developmental research (DDR) approach. Need analysis
phase in DDR is discussed in this article. The phase consists of identifying
the level of knowledge, attitudes and practices of teachers about
microcontroller and to obtain the views and opinions of the teachers on
the developmental needs of microcontroller teaching modules. The type
of microcontroller and the programming language to be used in
the microcontroller module also identified. The results of this study are
important to ensure that the design and development of an instructional module
for microcontroller education are implemented and have a positive impact on
increasing the programming literacy level among secondary school children.
Keywords:
Design and development
research (DDR)
Instructional module
Raspberry Pi
This is an open access article under the CC BY-SA license.
Corresponding Author:
Afida Ayob,
Centre for Integrated Systems Engineering and Advanced Technologies (INTEGRA),
Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia,
43600 UKM Bangi,Selangor, Malaysia.
Email: afida.ayob@ukm.edu.my
1. INTRODUCTION
Programming is an important new literacy in todays digital age. Microcontroller programming
is a basic skill required to learn robotics which is compulsory to ensure quality and continuous improvement
in these fields [1]. However in Malaysia, microcontroller subjects are only taught to undergraduate electronic
engineering students [2]. Therefore the Ministry of Education Malaysia has taken the responsibility to
include microcontroller education in the secondary school curricular as a kick start for secondary school
students to enhance their interests in the robotic world as stated in the Malaysia Education Blueprint [3].
The Ministry of Education Malaysia integrates STEM education in all subjects with the implementation
of Primary School Standard Curriculum (Kurikulum Standard Sekolah Rendah (KSSR)) pioneered

 ISSN: 2302-9285
Bulletin of Electr Eng & Inf, Vol. 9, No. 2, April 2020 : 507 – 513
508
by standard 4 students in 2014 and continues with Secondary School Standard Curriculum (Kurikulum
Standard Sekolah Menengah (KSSM)) in 2017.
Design and Technology (Reka Bentuk dan Teknologi-RBT) subjects were implemented in KSSR
and KSSM to replace Integrated Living Skills (Kemahiran Hidup Bersepadu-KHB) subject
and microcontroller is one of the topics in RBT for form 2 secondary school students. Basic programming
using blocks like Scratch was taught to standard 6 primary school students starting from 2016. Besides
lacking in hands-on tools and modules used in microcontroller lessons, lack of expert teachers in this subject
area and complete laboratory facilities are constraints for teachers to deliver microcontroller topics in RBT
subject effectively. InMalaysia, secondary school students aged between 13 to 17 years old are split into two
categories, lower and upper secondary school students. Other countries uses different range of ages and terms
to describe secondary school ages [4]. In Japan, junior school age is between 12 to 15 years old [5].
Microcontroller topic in the RBT subjects, requires students to achieve defined learning standards.
These learning standards are fundamental for microcontroller lessons. Basic programming language
using block programming like Scratch is included in RBT subject for primary schools. Learning robotic
in secondary schools nurturestudents interest about the robotic world and students can apply
the knowledge in all subjects related to science [6]. Previous research has shown that learning by doing
or project-based learning could increase students’ eagerness to STEM education [7]. Implementing
engineering elements such as robotics elements in teaching and learning could construct students interest
towards robotic because engineering furnish a platform for students to associate science with their daily
experiences [8]. Teaching robotics is an interesting ways to foster secondary school with microcontroller
education and programming [9].
Students prefer to learn programming using robotics as a platform rather than using special
programming software [8]. Learning programming using approaches like Scratch, mBlock, Pyhthon IDLE
is more of a cognitive activity. Learning programming can be enhanced by using microcontroller platforms to
visualize the output of the programming. This method can incorporate psychomotor activities among
students. Therefore, the development of a Microcontroller Instructional Module is essential to help teachers
conduct teaching and learning more effectively to enhance student interest. This paper presents the need
analysis for the development of a microcontroller instructional module for programming literacy.
2. RESEARCH METHODOLOGY
Design and development of microcontroller instructional teaching module adapt the design and
developmental research (DDR) founded by Rita Klein and James D Klein in 2007 [10]. DDR is a systematic
study of the design, development and evaluation of processes with the aim of empirically establishing the
creation of teaching products rather than teaching products or tools and enhancements of existing models and
their developers. DDR is a flexible form of study in answering research questions. It involves a variety of
approaches analysis and more systematic based on specific phases. DDR approach consist of three phases:
1) need analysis, 2) design and development, and 3) evaluation. The sample, instrument and data analysis of
each phase differ. In this paper, only the first phase of the whole research cycle will be discussed.
This paper is organized only to present the first phase of DDR used to develop the microcontroller
instructional teaching module. Figure 1 shows the phases of DDR. Phase 1 of DDR is the need analysis
of development requirements for microcontroller instructionalteaching modules. The study would center on
the following research objectives:
a. to identify the level of knowledge, attitudes and practices of teachers for microcontroller topic,
b. to obtain the views and opinions of the teachers on the developmental needs of microprocessor teaching
modules, and
c. to identify the type of microcontroller and the programming language to be used in the microcontroller
module to be developed.
Figure 1. Phase of DDR [10]

Bulletin of Electr Eng & Inf ISSN: 2302-9285 
Need analysis for the development of a microcontroller instructional module... (Yusriza Mohamad Yusof)
509
2.1. Participant and sample of the study
Respondents of the questionnaire were selected randomly between Form 2 RBT teachers of
secondary schools in Selangor teaching the RBT subject within 3 years since 2017 when RBT was first
introduced under KSSM. A total of 32 secondary schools in the state of Selangor were chosen to participate
in this survey involving 105 Form 2 RBT teachers. The questionnaire developed by the researcher has
been verified by several experts in the field of module development, language and technical content.
An open-ended questionnaire also conducted on 52 respondents consisting of Form 2 RBT teachers.
This survey was conducted throughout September 2019 via online method.
2.2. Instrument
This study uses a mix method research design of data collection. Questionnaire with several close
ended question using 5 Likert Scale and one open ended question are used in order to explore the level
of knowledge, attitudes and practices of the respondents. Then using triangulation, which bringing together
complementary methods or data sources to offset weaknesses in each research method [11]. An open ended
question isused to give the respondent the opportunity to spell out their opinion about developing
the microcontroller instructional teaching module. The 5 Likert Scale of agreement used in this survey
questions is stated as 1=strongly disagree; 2=disagree; 3=uncertain; 4=agree and 5=strongly agree.
2.3. Data analysis
The findings of this study were analyzed descriptively using IBM SPSS Statistics computing
software version 25.0 to determine their knowledge, attitudes and practices about microcontroller and give
their opinion on developing the microcontroller instructional teaching module.
2.4. Validity of the questionnaire
Prior to the actual questionnaire, a pilot study was conducted on 30 respondents for validity
of the instrument [12]. The validity of the questionnaire can be done in two ways: (a) the validity
of the construct through several designated experts and (b) reliability coefficient of each construct
in the questionnaire.
2.4.1. Validity of the questionnaire constructs
The validity of the questionnaire was verified by several designated experts in module development,
language and technical contents [13]. All the experts appointed agree on face validity, content validity
and construct validity.
2.4.2. Reliability coefficient (Cronbach’salpha)
Reliability coefficient was seen to determine the level of confidence of the respondents
to the questionnaire [13]. Reliability refers to the consistency of the results that obtain from the assessment
[14]. Realiability Coefficient or Cronbach’s Alpha formula stated as below:
N. c̄
v̄ + (N − 1). c̄
where: N=the number of items
c
̄ =average covariance between item-pairs
v
̄ =average variance
By looking at Table 1, the finding indicates that Cronbach Alpha for all construct were above 65.
Reliability coefficients can take one value from -0.1 to +1.0. High alpha () value index scores =65 to 95
indicates the questionnaire have high reliability [13].
Table 1. Reliability coefficients for each section of the questionnaire
Construct No. of item Cronbach’s Alpha
Knowledge 7 .889
Attitudes 6 .715
Practise 8 .725
Module development 8 .832

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3. RESULTS AND ANALYSIS
3.1. Demographic profile of respondent
This section presents the overall dimension of respondents’ profile, which in particular describes
their gender, age, level of education and experience teaching in design and technology subject. The first
frequency test looks at respondents’ gender. Tables 2-5 show the results. 90.5% of the respondents were
female RBT teachers. Majority of respondent are at the age between 31-40 years old. Most of the respondents
have at least a university degree for their level of education.
Table 2. Numbers of overall respondents by gender
Gender Frequency Percentage
Male RBT teachers 10 9.5
Female RBT teachers 95 90.5
Total 105 100.0
Table 3. The number of overall respondents by age
Age Frequency Percentage
21-30 10 9.5
31-40 66 62.9
41-50 21 2.0
51-60 8 7.6
Total 105 100.0
Table 4. Numbers of overall respondents by their level of education
Level of education Frequency Percentage
Diploma 3 2.9
Degree 97 92.4
Master 5 4.8
PhD 0 0
Total 105 100.0
Table 5. Numbers of overall respondents by their experience teaching RBT subjects
Month Frequency Percentage
1-6 months 13 12.4
7-12 bulan 20 19.0
13-18 months 19 18.1
19-24 months 28 26.7
25-30 months 10 9.5
31 months and above 15 14.3
Total 105 100.0
3.2. Level of knowledge, attitudes and practices of teachers for microcontroller in their teaching
Table 6 shows descriptive statistics of knowledge, attitudes, practice as well as module development
needs. Through the analysis, knowledge, attitudes, practices of form 2 RBT teachers towards teaching
and learning in the topic of electronic design were studied. Based on Table 6, when referring to mean
values=3.03, it shows that teachers are uncertain about their knowledge in electronic design. Standard
deviation values show the spread of the data from mean value [15]. Data distribution for knowledge
is relatively small which is around 0.684 from the mean value. This indicates that standard deviation value
for teachers’ attitudes and practices are smaller than standard deviation value of teachers’ knowledge in
electronic design. The mean values of attitudes and practices are 3.74 and 3.67. The standard deviations are
0.367 for attitude and 0.366 for practice and it indicates that the mean values of attitudes and practice are
around 3 and 4 which is less dispersed from the mean values. It indicates that several respondents are unsure
about their attitude and practice of microcontroller in their teaching and others agree on it. Mean value for
module development needs is 4.42 and the standard deviation is 0.485. Again, this indicates that the mean
value for module development is less dispersed from the mean value. From these values we conclude that
there is a need to develop the instructional module of microcontroller for electronic design topic.

511
Table 6. Descriptive statistics of knowledge, attitudes, practices and module development needs of
form 2 RBT teachers
N Minimum Maximum Mean Std. Deviation
Knowledge 105 1 4 3.03 .684
Attitudes 105 3 5 3.74 .367
Practices 105 3 5 3.67 .366
Module development 105 3 5 4.42 .485
3.3. Views and opinions of the teachers on the developmental needs of microprocessor
teaching modules
Based on this procedure, the researcher found that 51 out of 52 respondents who stated that they
agree on the development needs of microcontroller instructional teaching module and one respondent stated
that he is unsure about the development needs. The respondents provided variety of opinions and insights that
could be grouped into three factors. The main factor identified from the responses by 36 respondents (69.2%)
was that by using the module, teachers would be able to deliver their teaching, together with planning,
organisation and engaging with students. The second factor identified from the responses by 11 respondents
(21.2%) was that teachers felt they were less skilled and less knowledgeable about the subject of electronic
design (microcontroller). While the third factor stated by 4 respondents (7.7%) are related to practical
activities or tutorials included in the module. Respondents indicated that such activities will help students for
better understanding about microcontroller and programming. Only one respondent was unsure about
the need for development of an instructional module for microcontroller. Figure 2 shows the level of
agreement of teachers for microcontroller instructional module development.
Figure 2. Teachers level of agreement on the development needs of microcontroller instructional module and
their reasons
3.4. Types of microcontroller and the programming language to be used in the microcontroller
module to be developed
A microcontroller is a fully integrated control device consisting of a central processing unit (CPU),
RAM (random access memory), ROM (read only memory) and input and output ports. It is cheap in terms of
cost. Microcontroller works to control electronic devices by implementing simple controls based on uploaded
programming [16]. Most microcontrollers require only low power because most appliances that involve
microcontrollers use the power supply from the battery to operate. Among the electronic devices that use
microcontrollers are mobile phones, washing machines, automobiles, cameras and security alarms.
Arduino Uno and Raspberry Pi are two types of open source microcontroller as shown
in Figure 3 [17]. Raspberry Pi Foundation in UK promotes the teaching of basic computer programming in
schools using Raspberry Pi [16]. Raspberry Pi is chosen as a platform to teach programming because it is
open source and can be used as a desktop computer [18, 19]. On the other hand, Arduino Uno needs laptop to
run the coding. Only teachers are allowed to bring laptops to class for coding purpose while using Raspberry
Pi, a desktop setup can be done by only using other peripheral components such as HDMI monitor, keyboard
and mouse attach to Raspberry Pi via USB as shown in Figure 4. The Raspberry Pi low cost kits can
immense opportunity to deliver effective, practical, hands-on training [20]. So that, the usage of Raspberry Pi
can cater many group of students in class while doing coding and tutorials of microcontroller simultaneously.
Raspberry Pi runs on its own Operating System called Raspbian. Raspberry Pi has a built-in software such as
Scratch which enables users to program and design animation, game or interesting video. In addition,
programmers can also develop script or program using Python language; its main core language in Raspbian

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operating system [21]. Model B+ is recommended for school learning because it offers more flexibility than
model A especially for embedded projects and require low power as well as providing more USB ports
compared to Model B [18].
Python is a high level programming language. Using Raspberry Pi, Python can be used interactively
using Python interpreter by typing python in a terminal window [22] or using Python 3 IDLE. Figure 5 shows
the example of coding in Python 3 IDLE.Its design philosophy provides code readability with color coding
and itssyntax allows programmers to express concept in fewer lines of code than would be possible
in languages such as C/C++ [23]. Raspberry Pi use Python as a main programming language, but also
supports other programming languages, such as C/C++ and Java [24]. The “Pi” in the Raspberry’s name
derives from “Python” as the main language offered to users [25].
(a) (b)
Figure 4. Desktop setup using
Raspberry Pi
Figure 3. (a) Arduino Uno and, (b) Raspberry Pi
(open source microcontroller board)
Figure 5. Example of coding in Python 3 IDLE
4. CONCLUSION
Need analysis in Phase I of DDR shows that there is a need to develop the Instructional module
of microcontroller to enhance programming literacy as well as the usage of digital tools in education.
Towards Industries Revolution 4.0, digital education is the innovative way of using digital tools
and technologies during teaching and learning, and is often referred to as Technology Enhanced Learning
(TEL). Exploring the use of digital technologies gives educators the opportunity to design engaging learning
opportunities. Form 2 students learn coding and design electronic circuits using Raspberry Pi 3 B+
microcontroller to complete Electronic Design topic under the subject of Design and Technology
(Reka Bentuk danTeknologi-RBT). Learning programming with Raspberry Pi and python languages using
the instructional teaching module can help teachers teach more systematically and effectively. The result
of Need Analysis (Phase 1) of Design and Development Research (DDR) is important for the 2nd
phase
of DDR to ensure the instructional module develop will give high impact to programing literacy among
students. As proposed in the 2nd
phase of DDR, design and development of the instructional module can also
include Internet of Things (IoT) application. The IoT inclusion allows students to experience association
of things and the web cloud service and hopefully spurs future technology innovations.
ACKNOWLEDGEMENTS
Funding for this research work was generously supported by grants from National University
of Malaysia via Grant Number: GP-K005594.

513
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