**9. Conclusions**

Although LOC primary science module did not significantly increase academic achievement and intrinsic motivation among marginalised children, it does not necessary indicate that this module is not good. Such declines can be due to several reasons. One of the reasons may likely due to the change of strategy or approach to T&L used by teachers in the treatment schools that create a negative impact on the achievement and motivation of these marginalised children. From the conventional approach that is more teacher-centred to the implementation of learner-centred activities in LOC primary science module has brought drastic change to the marginalised children. This change causes something unusual to them. As reported by Ayla [4], this drastic change causes negative impact among marginalised children in Turkey. Another reason of ineffective LOC primary science module may relate to the existing level of marginalised children's achievement and motivation for learning as a whole. Many studies reported that these marginalised children are weak in their studies and show lower cognitive level compared to mainstream learners. Refs. [30, 31] also reported that marginalised children do not show enthusiasm and high motivation in the process of learning. The learning process among marginalised children only occurred when they are in school. They do not study at home because of parents are not interested in education, and moreover, they cannot see the importance of education for their children. This directly affects the academic achievement and

These findings bring us to suggest a few proposals in order to enhance the academic achievement and intrinsic motivation among marginalised children in Malaysia. The curriculum used for this marginalised children should be revised and updated. As reported by Ayla [4], review of science curriculum that is more focused on matters relating to life will directly affect the environment in the classroom and in turn have a positive impact on children's learning in Turkey. In addition, shifting the focus from cognitive aspect to psychomotor and affective aspects of the learning process of the marginalised children in the curriculum can be considered. This is because marginalised children are poor in cognitive aspect and the attention span

Besides that, integration of local culture and environment in the new curriculum may help to make the curriculum more relevant to the marginalised children. This modification or integration in accordance with the culture and environment of marginalised or indigenous communities have occurred in other countries such as Canada [44, 45] and New Zealand [46]. With this integration, marginalised children can relate what they have learned in science to their daily lives. Marginalised children can see the relevance of education and science in their daily lives and in turn can increase their intrinsic motivation towards learning science. According to Ref. [47], it is not enough to introduce learners to new and updated developments in science, but they need to see its relevance in a societal sense to have the opportunity

Modification and improvement can be conceived to overcome the weaknesses of the LOC module in order to give more significant and positive impact. The blending of suitable strategies and pedagogies with curriculum that integrates culture and environment of the indigenous community in the new module can and should have more positive effect compared to the module used in this research. All these are in hope that the level of motivation

intrinsic motivation of marginalised children.

70 Science Education - Research and New Technologies

to be actively involved in the process of learning.

of these children is limited.

Although LOC primary science module in this research did not give favourable effect towards achievement and intrinsic motivation, but it has implications especially to T&L practices and marginalised children. Lesson plan in the module helped teachers to conduct the T&L in a more systematic manner besides enhancing their higher order questioning skills. The group activity created more fun learning and hence contributed towards active participation, which ultimately enlightened the marginalised children about the importance of studying science. This instructional strategy introduced in LOC module also allows children to learn science in a meaningful way. The aim is to produce human capital among marginalised communities in the twenty-first century for a future that requires knowledge and skills in a job application that is highly competitive.

With the limitations in our research, we also encountered questions in need of further research. T&L science module which integrates local culture and environment of indigenous knowledge that are suitable and practical for marginalised children should be carried out. The module created can be a way to guide novice teachers especially in teaching science to marginalised children too. In addition, using indigenous language in the process of T&L science for marginalised can be studied too. This method has been carried out successfully in Canada for First Nation's community and in New Zealand for Maori community. Further research is also needed to effectively blend learning experiences in formal and informal learning in order to significantly enhance the academic achievement and motivation in learning science for marginalised children. In conclusion, several efforts to improve the T&L process need to be taken seriously in the hope of enhancing motivation towards learning science among the indigenous learners. Various teaching issues and challenges in marginalised schools need to be solved so that the T&L process can be implemented effectively towards marginalised children. With this, they too can contribute to achieving a high level of scientific literacy and STEM literate community.
