This study focuses on investigating the effects of students’ activity-based on learning approaching management through the popular instruction; STEM Education Instructional Model on the Second Newton’s Law (spring and conservative law) issue for fostering students’ creative thinking abilities of their learning achievements to their students’ perceptions of their physics laboratory classroom environments. Administrations, which the sample size consisted of 48 upper secondary educational students at the 10th grade level from Mahasarakham University Demonstration School with cluster random sampling technique was selected. The purposes of this research study were to analyze of the processing performances and the performance results (E1/E2) efficiency at the determining criteria as 75/75. Students’ learning achievements with the pre-test and post-test design were assessed. Students’ learning achievements of their post-test assessment and their creative thinking abilities of their perceptions to their physics laboratory class towards physics were associated. Using the STEM Education instructional innovation’s lesson plans were managed the instructional activities, the Pre-Test and Post-Test Assessments were designed, students’ creative thinking abilities were fostered with the 24-item Guilford Creative Thinking Questionnaire (GCTQ), and students’ perceptions of their classroom learning environment obtained of the 35-item Physics Laboratory Environment Inventory (PLEI) was determined. Statistically significant were analyzed with the Simple and Multiple Correlations, Standardized Regression Weight Validity (β), and Coefficient Predictive Value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.23/75.38, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly. Associations between students’ learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAT. Students’ learning outcomes of their post-test assessment, the R2 value indicated that 35% of the variances in students’ perceptions to their physics laboratory classes for the PLEI. Students’ perceptions of their PLEI classes, the R2 value indicated that 57% of the variances in students’ responses to their creative thinking abilities were attributable to their affecting the activity-based on learning approaching management through the STEM education instructional method for fostering their creative thinking abilities to their learning achievements and their perceptions in physics laboratory classes of upper secondary students at the 10th grade level are provided.

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: 1. Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75. 2. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level. 3. Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly. 4. Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively.

The purposes of this research were to evaluate and develop of An Innovative Instructional STEM Education Strategy Lesson Plan Combined with the Brainstorming Techniques (STEM & BTS) for enhancing students’ learning achievements and transforming their science related attitudes for secondary students at the 8th grade level in science class on Light and Visible Light issue with the processing and performance resulting effective determinant criteria at the level of 75/75. Students’ learning achievements and their science attitudes to their pre and post assessing designs toward their learning management according to the instructional model of learning management in the STEM & BTS were compared. Associations between students’ learning achievements of their posttest assessment and their attitudes toward science with the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes were assessed. Administration of the sample size of 25 students at the 8th grade level from Khatiyawongsa School under the Secondary Educational Service Area Office 27, Roi-Et with the purposive random sampling technique was selected. The STEM & BTS composed of an innovative instructional lesson plan and 9 subunits in 15 hours on 5 weeks were instructed management. Students’ learning achievements were assessed with the 50-item Learning Achievement Test (LAT) in four multiple choices of their pretest and posttest assessments. Students’ attitudes toward science were assessed of their perceptions with the 8-item Test Of Science-Related Attitude (TOSRA). Statistically significant was analyzed the data with Mean ((X) ̅), Standard Deviation (S.D.), Percentage, t-test, One-Way ANOVA (eta2), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation (R), and Coefficient Predictive Value (R2). The results of these research findings followed as: An innovative instructional STEM education strategy combined with the brainstorming techniques for enhancing students’ learning achievements and transforming their science related attitudes at the 8th grade level was assessed of six learning activities by the 3-Professional Experts with the Index of Item Objective Congruence (IOC ), it has found that the IOC indicated of 0.88, students’ responses of their learning activities were at the high level, the relationships of six learning activities with F-test was significant at level of 0.001, and the Cronbach Alpha Reliability of the TOSRA was 0.79. The effectiveness of the innovative learning management lesson plan in form of the STEM & BTS (E1/E2) was 77.64/78.48, which has higher than the standardized determining criteria of 75/75. Students’ learning achievements of their pretest and posttest assessments with the LAT to the STEM & BTS with their posttest was higher than pretest and statistically significant was differentiated, significantly (ƿ < .001). Students’ attitudes toward science were assessed with the TOSRA, the average mean scores with their post-attitude were higher than pre-attitude and statistically significant was differentiated, significantly (ƿ < .01). Associations between students’ learning achievements of their post-LAT their post-TOSRA toward science, the R2 value indicated that 50% of the variance in students’ learning achievements of their science class was attributable to their post attitudes toward science in the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes and statistically significant was also found at the 0.01 level, relatively.

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.

This study aims to determine the effect of STEM-based learning modules on learning outcomes and student motivation in general chemistry courses. This research is a quantitative research. This research was conducted at the Faculty of Teacher Training and Education, University of HKBP Nommensen Pematangsiantar in September 2021-January 2022. The type of research used was a quasi-experimental design using a Non-Equivalent Control Group pretest-posttest design. Data collection methods used were multiple choice tests to measure learning outcomes and questionnaires to analyze learning motivation. The results showed that the use of STEM-based modules had an effect on student learning outcomes and motivation in general chemistry courses. The increase in learning outcomes in the experimental class can be seen from the large percentage of students who get high N-Gain scores in the experimental class, which is 67.8% compared to the percentage of students who get high N-gain scores in the contr...

In this research, it was aimed to investigate the effect of using STEM-based activities on 7 th grade students' academic achievement and their opinions about these activities in the teaching of force and energy unit. The study was conducted with 52 students randomly selected from the 7 th graders who were being educated in classrooms 7-D and 7-E in a middle school located in Kastamonu Province in 2016-2017 academic year. There were 26 students in experimental and control groups. This research utilized a mixed-methods design in which both quantitative and qualitative research designs are used together is used. A semi-experimental model with pre-test/post-test control group was used from the experimental models to determine to the students' academic achievement of STEM-based activities. The results of data analysis showed that attending lessons supported by STEM-based activities resulted in significantly greater academic achievement for the experimental group compared to that of the control group. In addition, content analysis of the data obtained from STEM Opinion Form (SOF) applied only to the experimental group students was made and the STEM-based activities were integrated according to the findings to reach the conclusion that the lesson was fun and active, the interest and motivation of the lesson increased for students of experimental group. Also, the subjects were better understood by experimental group students.

A modern instructional design has been popular in the 21st century, the STEM education: a curriculum based on the idea of educating students in four specific disciplines of science, technology, engineering and mathematics and in an interdisciplinary and applied approach. The purposes of this research study were to develop activity-based learning conceptual approach with the STEM Education instructional method on the Motion issue to assess the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, students’ learning achievements of their critical thinking abilities and to attitudes toward science of their previous and later learning the assessing tests with the STEM education were compared, associations between students’ learning achievements of their critical thinking abilities and their science attitudes toward physics with the STEM education instructional method were assessed. Administrations with the target group which a sample sizes of 64 secondary students at the 10th grade level in two classes from Jaturapakpiman Ratchadaphisek School under the Roi-Et Secondary Educational Service Area Office 27 with the purposive sampling technique. Students’ instructional approaching management with the STEM Education Instructional Lesson Plans in six weeks in 15 periods in second semester in academic year 2016 was checked quality. Students’ leaning achievements with the Pretest and Posttest Assessing Designs were evaluated. Students’ perceptions were obtained of the 20-item Critical Thinking Ability Test (CTAT). Students’ attitudes were assessed with a short form of Test Of Science-Related Attitude (TOSRA). Statistically significant differences were analyzed with t-test, ANOVA, associated between students’ learning achievements and their critical thinking to their science attitude toward physics were examined with the simple, and multiple correlations, simple regression validity, and coefficient predictive value were associated. The results of these finding have found that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plans to management of students’ activities indicated that of 83.85/81.29, which was higher than standardized criteria of 75/75. Students’ learning achievements from the total score of 40 to their average mean score of pre-test (x ̅ = 15.57, S.D. = 7.06) and post-test (x ̅ = 32.51, S.D. = 1.63) assessments with the STEM Education instructional method were differentiated that evidence of statistically significant at the 0.001 level. Associations between students’ learning outcomes of learning achievements and their critical thinking abilities to their science rerated attitudes toward physics, the coefficient predictive values (R2) indicated that 4% and 5%, 4% and 16%, 33% and 36%, 61% and 62%, 14% and 20%, and 54% and 71% of the variance in students’ learning outcomes of their pre and post learning achievements of their pre-test assessment and their later critical thinking abilities to their later science rerated attitudes, students’ learning outcomes of their post-test assessment and their previous critical thinking abilities to their pervious science rerated attitudes, students’ learning outcomes of their post-test assessment and their later critical thinking abilities to their later science rerated attitudes, students’ learning performances of their previous critical thinking abilities to their pervious and later science rerated attitudes, and students’ learning performances of their later critical thinking abilities to their pervious and later science rerated attitudes toward physics to their physics classes were attributable to their previous learning achievement with the STEM Education instructional method were associated, respectively. Based on all the findings, suggestions for improving student learning achievements in learning are of science on physics subject to enhance students’ critical thinking abilities and their science attitudes with the STEM education instructional method of upper secondary students are provided, interestingly.

The purposes of this research were to develop an innovative instructional lesson plan based on the models of learning management in the STEM Education Method and the 5E-Inquiry Model curricula of secondary students at the 10th grade level on Momentum and Collision Issue in physics classes with the processing and performance resulting effective standardized criteria at the level of 80/80, to compare between students’ learning achievements of their pre and posttests, to evaluate students’ performances of their creative thinking abilities with the instructional designing methods, to assess students’ attitudes toward physics, to associate between students’ learning achievements of their post tests and their creative thinking abilities and their attitudes toward physics, and to predict the relationships between students’ performances of their creative thinking abilities and their attitudes toward physics. Administrations with the target sample groups, which consisted of 50 experimental and 46 controlling group students to manage learning activities with the STEM Education Method and the 5E-Inquiry Model from Sarakhampittayakom School, Thailand with the Purposive Random Sampling technique was selected. Using the research type of the Quasi-experimental research was experimented in Two-Group Pretest-Posttest Design. Students’ learning activities of their processing and performance resulting effective with the innovative instructional lesson plan in 16 periods. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) with four multiple choices, Students’ responses of their creative thinking abilities were assessed with the 24-item Creative Thinking Ability Test (CTAT) in four scales; students’ attitudes were assessed with a short version of the 8-item Test Of Physics-Related Attitude (TOPRA). Statistically significant were analyzed with average mean score ((X) ̅), standard deviation, (S.D.), percentage, independent variable t-test, One-Way ANOVA (eta2), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation (R), and the Coefficient Predictive Value: (R2) were used. The results of this research findings: the effectiveness of the innovative learning management lesson plan on Momentum and Collision Issue of the secondary students at the 10th grade level in the form of STEM Education Method (E1/E2) is 83.70 / 83.47, and based on the 5E-Inquiry Model of (E1 / E2) was 80.00/80.58. Students’ learning achievements of their pretest and post tests for both STEM Education Method and the 5E-Inquiry Model were differentiated (ƿ< 0.001), significantly. The CTAT and the TOPRA by Cronbach alpha coefficient evidence of 0.88 and 0.79 were validated and reliability. Associations between students’ learning achievements of their post-test (PoLAT) and their CTAT, the R2 value indicated that 47% and 42% of the variance in students’ creative thinking abilities of their physics classes were attributable to their post learning achievements, students’ learning achievements of the LAT and their TOPRA toward physics, the R2 value indicated that 50% and 36% of the variance in students’ creative thinking abilities of their physics classes were attributable to their PoLAT learning achievements, the coefficient predictive determinant values between students in their CTAT and TOPRA toward physics, the R2 value indicated that 67% and 26% of the variance in students’ creative thinking abilities of their physics classes were attributable to their attitudes toward physics in the STEM Education Method and the 5E-Inquiry Model, statistically significant was also found at the 0.01 level, respectively. In terms of the 5E-Inquiry Model, statistically significant was not found at the 0.05 level between students’ creative thinking abilities and their attitudes toward physics.