The Impact of Virtual Collaboration Tools on 21st-Century Skills, Scientific Process Skills and Scientific Creativity in STEM

Virtual collaboration tools have become increasingly important in STEM education, especially after the COVID-19 pandemic. These tools offer many benefits, including developing 21st-century skills and fostering scientific process skills and scientific creativity. However, there are concerns regarding their effectiveness across different genders and regions. This study evaluates the impact of the ExxonMobil Young Engineers (EYE) program, which uses the Zoom application, on enhancing 21stcentury skills, scientific process skills, and scientific creativity among secondary school students in Malaysia. The participants primarily consist of 520 secondary school students, with teachers acting as facilitators and professional engineers from ExxonMobil serving as instructors. A pre-test survey was conducted to assess students' initial skill levels. The program consisted of three phases: briefing, breakout room activities, and final reflections. After the program, a post-test survey was conducted to evaluate changes in student skills. Data analysis was analyzed using SPSS software by employing descriptive statistics, MANOVA with Wilks' lambda, one-way ANOVA, and partial eta squared to measure the program's impact and the influence of gender and regional factors. The results showed significant improvements in all three skill areas post-intervention: 21st-century skills, scientific process skills, and scientific creativity. Gender differences were significant for 21st-century skills, while regional differences significantly affected scientific process skills. The EYE program could enhance students' STEM-related skills using virtual collaboration tools like Zoom. However, regional and gender differences highlight the importance of adapting programs to address specific challenges and ensuring equitable opportunities for all students.