The Utilization of Integration of Stem Education Approach with Five Steps Learning Process to Enhance Learning Achievement and Problem Solving Abilities

Authors

  • Juree Taweetanawanich Faculty of Education (Science Teaching), Burapha University.
  • Kittama Panprueksa Ed.D. Dr., Faculty of Education, Burapha University, Thailand.
  • Pattaraporn Chaiprasert Ph.D. Dr., Faculty of Education, Burapha University, Thailand.

Keywords:

STEM Education approach with five STEPs Learning Process, Learning Achievement, Problem Solving Abilities

Abstract

This study is aimed (1) to compare learning achievement and problem solving abilities after using STEM Education approach with five STEPs Learning Process between before and after the learning, and (2) to compare learning achievement and problem solving abilities of grade ten students after using Stem Education approach with five STEPs Learning Process with the set 70 percent criteria. The participants were 40 grade ten students who studied in the second semester of 2018 academic year from school of Saint Gabriel’s Foundation using cluster sampling. The research instruments were, (1) Stem Education approach with five STEPs Learning Process lesson plan, (2) Learning Achievement Test, and (3) Problem Solving Abilities Test. The data were analyzed using mean, standard deviation, t-test for dependent sample, and t-test for one sample.

The results indicated that (1) The Posttest mean scores of learning achievement and problem solving abilities of grade ten students after learning with the STEM Education approach with the five STEPs Learning Process were statistically significantly higher than the Pretest mean scores at the .01 level. And (2) The Posttest mean scores of learning achievement and problem solving abilities of grade ten students after learning with the STEM Education approach with the five STEPs Learning Process were statistically significantly higher than the set 70 percent criteria at the .01 level.

Author Biography

Juree Taweetanawanich, Faculty of Education (Science Teaching), Burapha University.

Faculty of Education (Science Teaching), Burapha University.

References

Thai Language

Jesadawiroj S. (2005). Integrated teaching management. Bangkok: Bookpoint

Khueang-Nil S., Detsri P. and Prademmojee A. (2006). Problem Solving for Tomorrow’s World. Bangkok: Seven Printing Group.

Ministry of Education. (2012). Guidelines for teaching and learning in international standard schools (Revised edition). Bangkok: The Agricultural Cooperative Assembly of Thailand

National Institute of Educational Testing Service (Public Organization). (2017). Announcement and report system of Ordinary National Educational Test. Retrieved April 14, 2018, from

http://www.onetresult.niets.or.th/AnnouncementWeb/Notice/FrBasicStat.aspx

Dechupa P. and Yindeesuk P. (2005). Teaching and learning focused on students: concepts, methods and teaching techniques. Bangkok: The Master Group Management Company Limited.

Thongchai A. (2013, November - December). What is technology and engineering in full study. Institute for the Promotion of Teaching Science and Technology (IPST.), 42 (185), 10-13.

English Language

Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. Newyork. Longman Punblishing.

Asunda, P.A., & Mativo, J. (2015). Integrated STEM: A NEW PRIMER FOR TEACHING TECHNOLOGY EDUCATION. The Education’s Encyclopedia. New Jersey: Prentice-Hall, Inc.

Capraro et al. (2013). STEM Project-based learning. Texas: Sense publisher.

International Institute for management Development. (2015-2017). IMD releases its 2015-2017 World Competitiveness Ranking. Retrieved April 14, 2018, from http://www.simd.org/news/IMD-releases-its-2015-World-Competitiveness-Ranking.cfm

Weir, J. J. (1974). “Problem Solving is Everybody’s Problem”, The ScienceTeacher. 4 (April 1974), 16 – 18.

Downloads

Published

2020-06-16