Sirintorn Kingcha, Toansakul Santiboon, Panadda Tansupo


The aims of this research study focused on administrating the innovative instructional management model with the STEM Education in physics class on the Projectile Motion issue of secondary students at the 10th grade level to evaluate the efficiency of the process and the efficiency of the results (E1/E2) of the innovative instructional lesson plan with the efficiency at the determining criteria as 75/75, students’ scientific process skills and the 75-percent criterion with the STEM Education method were compared, students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined, association between students’ scientific process skills and their post learning achievements were assessed. Research administrations, which a sample consisted of 33 secondary students in Watsratong Municipal School, in Roi-Et Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Assessments an innovative instructional lesson plan in the form of the STEM Education method in the field of physics on projectile motion issue was integrated. Research instruments were assessed with the 20-item Scientific Process Skill Test (SPST) that it was the 4-option multiple choice and the discriminative value (r) was ranged from  0.31 to 0.94, and with the confidence of both the 0.90 test achievement of four characters. Selecting the 30-item Learning Achievement Test (LAT) that it was the 4-option multiple choices, which deals of the discriminative value (r) was ranged from 0.27 to 0.80 and a confidence score of 0.92. The results of these findings have found and followed as: The E1/E2 efficiency was 77.07/76.97, which is higher than the standard set of 75/75 performance criteria. Comparisons between students of their SPST and the 75-percent criterion was 77.10 (= 15.42, = 1.35) and the differences between mean score of SPST and the 75-percent was differentiated at .05 levels, significantly. Comparisons between students’ learning achievements of their post LAT was 76.96 (= 23.09, = 1.91), and differences indicated at the .05 level, significantly. Associations between students’ encouragements of their SPST and their post LAT, the coefficient predictive value indicated that 31% that was contributed to enhance the science process skills and the achievements and had a statistically significant at the .05 level (R2 = 0.3121, ƿ<.05), relatively. The results reflect that learning management with the STEM education method for encouraging science process skills and learning achievements of secondary students at the 10th grade level in physics class are successful at a certain level in the context of this research framework.


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learning management, STEM education method, encouragement, science process skills, learning achievements, secondary students, physics class


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