ENCOURAGEMENT OF STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR ATTITUDES TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN SCIENCE CLASS AT THE 9TH GRADE LEVEL

Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai

Abstract


To investigate the encouragement of students’ learning achievements and their attitudes towards science through the STEM education instructional method in science classes at the 9th grade level was to develop learning management with the STEM education instructional method on Electrical Circuit Connection and Ohm’s Law Issue in science class of secondary students at the 9th grade level to be effective process and result (E1/E2) according to criteria effectiveness of 75/75, students’ learning achievements of their posttest assessment of their attitudes towards science and the 75-percent criterion with the STEM Education instructional method were compared, which were the main of research objectives with a sample of 35 secondary students in Watsratong Municipal School under Roi-Et Municipality Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Using the Innovative Instructional Lesson Plan (IILP) through the STEM education instructional method obtained at the Strand 8: Nature of Science and Technology, Standard SC 8.1: Electric and Electronics was administered. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) that it had the discriminative value ranged from 0.60 to 1.00, with a 0.88 confidence interval. Students’ perceptions of their attitudes toward science were assessed with the Test Of Scène-Related Attitude (TOSRA) that obtained of 8 items and the Cronbach alpha reliability of the TOSRA was 0.82. The results of these findings have found that: The E1/E2 efficiency was 77.55/76.19, which is higher than the standard set of 75/75 performance criteria. Comparisons between students’ learning achievements of their post LAT and the 75-percent criterion was 76.19% ( = 22.85, = 2.01) and the mean scores of LAT and the 75-percent was differentiated at .05 levels, significantly. Students’ perceptions of their attitudes towards science with the TOSRA indicated that a highest level ( = 4.51, = 0.56) and associations between students’ learning achievements and their attitudes toward science revealed that are positive relatively, significantly.

 

Article visualizations:

Hit counter

DOI


Keywords


encouragement, students’ learning achievements, science attitudes, stem education, instructional method, science class

References


Connell, J., Spencer, M., & Aber, J. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65; pp. 493-506.

Department for Education. (1994). Science and mathematics: a consultation paper on the supply and demand of newly qualified young people. London: Department for Education.

Falchetti, E. M. (2012). Biological evolution on display: An approach to evolutionary issues through a museum. Evolution: Education and Outreach, 5, 104–122

Fraser, B. J. (1981). TOSRA: Test of science-related attitudes handbook. Hawthorn, Victoria: Australian Council for Educational Research.

Hildebrand, G. M. (1996). Redefining achievement in equity in the classroom: Towards effective pedagogy for girls and boys. Patricia Murphy & Caroline Gipps (Eds) London: Falmer Press.

Hill, P., & Rowe, K. (1996). Multilevel modeling in school effectiveness research. School Effectiveness and School Improvement, 7; pp.1-34.

Ingram, E. L., & Nelson, G. E. (2006). Relationship between achievement and students’ acceptance of evolution or creation in an upper-level evolution course. Journal of Research in Science Teaching, 43; pp. 7–24.

Johnson, B. (2014). Design tips for science learning spaces. The National Science Teacher Association (NSTA). Retrieved on 31 October 2014 from https://www.edutopia.org/blog/design-tips-science-learning-spaces-ben-johnson

Kellaghan, T. & Greaney, V. (1996). Monitoring the Learning Outcomes of Education Systems. World Bank. ISBN: 0-8213-3734-3 SKU: 13734

Klopfer, L.E. (1971). Evaluation of learning in science. In B.S. Bloom, J.T. Hastings, and G.F. Madaus (Eds), Handbook on Summative and formative Evaluation of Student Learning. New York: McGraw-Hill.

Martin, A. J. (2007). The relationship between teachers' perceptions of student motivation and engagement and teachers' enjoyment of and confidence in teaching. Asia-Pacific Journal of Teacher Education, Vol. 34, Issue 1; pp. 3-19.

Ministry of Education. (2015). Basic education curriculum core B.E.2551 (A.D. 2008). Retrieved from file:///C:/Users/User/Downloads/Basic%20Education%20Core%20Curriculum% 20B.E.%202551%20(1).pdf

Murray, S., Jensen, M. S., & Finley, F. N. (1996). Changes in students’ understanding of evolution resulting from different curricular and instructional strategies. Journal of Research in Science Teaching, 33; pp. 879-900

Quitadamo, I. J., Faiola, C. L., Johnson, J. E., & Kurtz, M. J. (2008). Community-based inquiry improves critical thinking in general education biology. CBE—Life Sciences Education, 7; pp. 327–337.

Ryu, S., & Sandoval, W. A. (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96; pp. 488–526.

Santiboon, T. & Fisher D. L. (2005). Learning environments and teacher-student interactions in physics classes in Thailand. Proceedings of the Fourth International Conference on Physics, Mathematics and Technology Education Sustainable Communities and Sustainable Environments: Envisioning a Role for Physics, Mathematics and Technology Education, Victoria, Vancouver, Canada.

Smith, B. K., &. Reiser, B. J. (2005). Explaining behavior through observational investigation and theory articulation. The Journal of the Learning Sciences, 14 (3); pp. 315-360.

The Minister of Education of Thailand. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Retrieved from website: http://www.skn.ac.th/kan2551.htm

The Minister of Education of Thailand. (2012). Education in Thailand. Retrieved from website: https://en.wikipedia.org/wiki/Education_in_Thailand

The Promotion of Teaching Science and Technology (IPST). (2015). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008) (Draft). Retrieved from website: http://eng.ipst.ac.th/index.php/component/content/category/9-about-us

Thijs, J., & Verkuyten, M. (2009). Students’ anticipated situational engagement: The roles of teacher behavior, personal engagement, and gender. The Journal of Genetic Psychology, 170(3); pp. 268-286.

Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study. Journal of Educational Psychology, 102(4), 860-871. Retrieved from EBSCOhost.

Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3); pp. 167-177.


Refbacks

  • There are currently no refbacks.


 

 

 

 

Copyright © 2015. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).