European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 5 │ 2017
doi: 10.5281/zenodo.439852
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING
MANAGEMENT THROUGH THE STEM EDUCATION
INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE
THINKING ABILITIES, LEARNING ACHIEVEMENTS AND
ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY
CLASSES OF SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
Chumpon Chanthala1i,
Toansakul Santiboon2,
Kamon Ponkham3
1,2
Department of Science Education, Faculty of Education
Rajabhat Maha Sarakham University, Maha Sarakham, Thailand 44000
Department of Physics, Faculty of Science and Technology
3
Rajabhat Maha Sarakham University, Maha Sarakham, Thailand 44000
Abstract:
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
/
. 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
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
94
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
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 .
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
% 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
% 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.
Keywords: activity-based on learning, STEM education instructional method, creative
thinking abilities, learning achievements, students’ perceptions in physics laboratory
classes
1. Introduction
Previous research studies on the effects of students’ learning show empirical evidence
on the positive effect on students' performance through the adoption of innovations in
the technology of teaching and learning. However, innovations do not affect all
teaching methods and learning styles equally (Merino and Serradell, 2014). Rather, it
depends on some variables, such as the strategy of a school towards the adoption of
instructional design methods, students' abilities, innovation, physics laboratory
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
instruments and materials are used in the upper secondary educational process by
teachers and students. The selection of a methodology that matches the innovations on
instructional lesson plans with the instructional design methods from a controlling and
the experimental physics laboratory environment inventories, to set -up performed
within the STEM education method, and using an empirical model based on structural
equations. To predict the research results shows that motivation is the main variable
affecting performance of students’ foster creativity thinking abilities in physics, to
confirm the importance of these factors as a source of educational efficiency.
Provides nearly 4,000 science, technology, engineering and math resources
for PreK-5, 6-12 as well as free, self-paced modules for teachers teaching global climate
change to middle school and high school students are instructional designs. All 38 K12 STEM programs included in this report provide challenging content/curriculum, an
inquiry-learning environment, defined outcomes/assessment, and sustained
commitment/community support. Each program entry gives an overview, defines
target population and learning environment, and presents highlights of results. Contact
information is provided. Intel believes that young people are the key to solving global
challenges. A solid math and science foundation coupled with skills such as critical
thinking, collaboration, and problem solving are crucial for their success. To help
educators foster the next generation of innovators, Intel provides STEM curriculum,
competitions, and online resources to encourage students' interest and participation
(New Jersey Technology and Engineering Educator Association, 2015).
Students are extremely curious and impressionable, so instilling an interest at an
early age could spark a lasting desire to pursue a career in any of these fields . By the
time a student is ready to enter the work force, they must have enough knowledge to
make invaluable contributions to our nation’s STEM education. It is also important that
schools have an ample amount of teachers who are experts in STEM, and these subjects
should always be considered as high demand subjects. Student learning outcome
performances clearly state the expected knowledge, skills, attitudes, competencies, and
habits of mind that students are expected to acquire at an institution of higher
education. Transparent student learning outcomes statements are; specific to
institutional level and/or content level, clearly expressed and understandable by
multiple audiences, prominently posted at or linked to multiple places across the other
context, to be updated regularly to reflect current outcomes, and to be receptive to
feedback or comments on the quality and utility of the information provided.
Using students' and teachers' perceptions to study educational environments can
be contrasted with the external observer's direct observation and systematic coding of
classroom communication and events. Defining the classroom or school environment in
terms of the shared perceptions of the students and teachers has the dual advantage of
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
characterizing the setting through the eyes of the participants themselves and capturing
data which the observer could miss or consider unimportant. Students are at a good
vantage point to make judgments about classrooms because they have encountered
many different learning environments and have enough time in a class to form accurate
impressions. Also, even if teachers are inconsistent in their day-to-day behaviour, they
usually project a consistent image of the long-standing attributes of classroom
environment. Later in this chapter, discussion focuses on the merits of combining
quantitative and qualitative methods when studying educational environments (Fraser
& Tobin 1991). Because of the critical importance and uniqueness of laboratory settings
in science education, an instrument specifically suited to assessing the environment of
science laboratory classes at the senior high school or higher education levels was
developed (Fraser, Giddings & McRobbie 1993). The Science Laboratory Environment
Inventory (SLEI) was field tested and validated simultaneously with a sample of over
5,447 students in 269 classes in six different countries (the USA, Canada, England,
Israel, Australia and Nigeria), and cross-validated with 1,594 Australian students in 92
classes (Fraser & McRobbie 1997), 489 senior high school biology students in Australia
(Fisher, Henderson & Fraser, 1997) and 1,592 grade 10 chemistry students in Singapore
(Quek, Wong, & Fraser, 2002). Santiboon and Fisher (2005) adapted version from the
original of the SLEI to the PLEI (Physics Laboratory Environment Inventory) was assessed
to upper secondary education level evidence of 4,576 students in 105 school classes
throughout of Thailand. The aims of this research were to the strongest tradition in past
classroom environment research has involved investigation of associations between
students' cognitive and affective learning outcomes and their perceptions of
psychosocial characteristics of their physics laboratory classrooms (Santiboon, 2012;
Santiboon, Thongbu, & Saihong, 2016). In this research study, using the PLEI to assess
students’ perceptions of their physics laboratory classes, associations with students'
cognitive and affective outcomes have been established for this sample group with their
science attitudes and creative thinking abilities.
Guilford was an early proponent of the idea that intelligence is not a unitary
concept. Based on his interest in individual differences, he explored the
multidimensional aspects of the human mind, describing the structure of the human
intellect based on a number of different abilities. His work emphasized that scores on
intelligence tests cannot be taken as a unidimensional ranking that some researchers
have argued indicates the superiority of some people, or groups of people, over others.
In particular, Guilford showed that the most creative people may score lower on a
standard IQ test due to their approach to the problems, which generates a larger
number of possible solutions, some of which are original. Guilford's work, thus, allows
for greater appreciation of the diversity of human thinking and abilities, without
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
attributing different value to different people (Guilford, 1980). In this research study,
adapted version of Guilford’s creative thinking skill test of his work in students’
intelligence and creativity to the 24-item Guilford Divergent thinking Questionnaire
(GDTQ) in 4 scales in physics laboratory classes of fluency, flexibility, originality, and
elaboration ability scales were used.
Thailand is a developing country by economic prosperity is a metric Thailand
believes this figure according to the opinion of the West counties. The numbers are the
basis for measuring the possibility of different countries. In the world and one factor,
this has a direct effect on the competitiveness of the economy, the quality of education
of the population. Education reform has changed many times during the various
governments. There are several levels of education that are updated every ten years.
The concept of educational reform policy is diverse. The intention of the leading
academics who wish to educate Thailand is equal to civilization. They adapted or
introduced Western educational system concepts into the Thai education system by
looking forward to Thailand's development of human resources leap forward. There are
times when the education system is facing failure in applying the principles and
policies of the dream education to practical applications. Therefore, the educational
discourse is that Thai students are mice using the educational curriculum (Siriratanajit,
2013).
The Office of the Social Promotion of Learning and Quality of Youth (2012)
reflects the problem of the management of science education in Thailand by Tom
Corkoran (Co-director of the Institute for Educational Policy Studies) of Columbia
University to criticize the phenomenon of Thai science classrooms and reflect on the
scientific learning situation of Thai students. PISA scored 49th out of 64 countries, with
an average score of 425, below the OECD score of 100, which is said to be 100 points of
study up to 2 years. Therefore, the scientific learning of Thai students is lagging behind
the international level for 2 years. The average score in Thailand in 2009 was 4 points
higher than the average in the PISA score to memorize the weak student analysis for
trying to put too much content and content until Thai students do not have the
opportunity to gain insight into the content and Thailand has only a few science
experts, only 0.62% are compared to the international average (OECD), this group of
students is 10%. While Shanghai, Japan and Korea have a student population of up to
20%, it is unlikely that Thailand has a very low scientific success rate compared to
Thailand's investment in education, which is higher than the countries scoring higher
than Thailand. The important thing to take into account is that Thai literacy scores from
PISA scores on analytical reading were at a very low level. Moreover, the average in
schools outside of Bangkok has stilled at level 0, especially the one that contains more
than one paragraph, it is assumed of many students have reading problems affect other
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
grades because students can’t read the proposition to understand. Therefore, the
Institute for the Promotion of Teaching Science and Technology (IPST) encourages
science teachers to teach language skills and readings to students. Especially, reading
the analytical proposition, but still failed of the problem, it all ties together. The course
focuses on many subjects, lesser school hours exams focused on content, these are the
conditions that make the teacher teach this, not the instructor, students do not want to
be a good instructor but this is the context that directs the instructor to teach like this
(Office of Social Promotion for Learning and Quality of Youth, 2012).
Montri Chulawattantoon (2013) gave opinions on Thai science teaching in
Thailand is urgently needed to develop science and technology teaching, to keep up
with the ever-changing world of change, which the problem is how to bring about
tangible concrete development. All parties must come together to brainstorm to lead a
pragmatic approach seriously based on current facts. Learning in STEM Education is a
learning management that is not focused on memorization, theories or scientific rules
and mathematics. Therefore, to understand those theories or rules through real practice,
along with the development of problem solving skills and the discovery and analysis of
new discoveries are integrated together, they can be used or integrated into daily life.
The learning management model is based on the five principles of teaching, focusing on
integration for helping students build links between their four subject areas of their
daily life and career in the
st century skills’ development, challenging student
thinking and the opportunity for students to comment. The purpose of the study is to
encourage the students to love and value the learning of science, technology and
engineering, and mathematics (Vasquez, Sneider, and Comer, 2013)
In the last decades, based on relevant studies and monitoring as well as
evaluation of the curriculum in application during the past six years, strengths of the
Basic Education Curriculum 2001 were identified. It facilitated decentralization of
educational authority, enabling local communities and schools to participate and play
important roles in preparing curriculums which met their real needs. Clear concepts
and principles for promoting learners’ holistic development were quite apparent.
Nonetheless, the outcomes of these studies revealed several problems arising from lack
of clarity. Shortcomings were found in provisions of the curriculum itself, its
application and emerging unsatisfactory outcomes, resulting in confusion and
uncertainty of practitioners at school level in preparing their own curriculums. Most
schools were ambitious in prescribing the learning areas, leading to overcrowded
curriculums. Excessively high expectations were also set. Measurement and evaluation
did not correlate with the standards set which effected on preparation of certifying
documents and transferring of learning outcomes. Moreover, problems regarding
learners’ ability to acquire essential knowledge, skills, capacities and desired
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
characteristics were quite disconcerting (Bureau of Academic Affairs and Educational
Standards, 2008). Furthermore, the new curriculum; the Basic Core Curriculum B.E.
2551 (A.D. 2008) and the Basic Core Curriculum B.E. 2558 (A.D. 2015) (Draft) has
prescribed a structure of minimum time to be allotted to each subject area for each
grade level. Schools are given opportunities to increase learning time allotment,
depending on their readiness and priorities. Improvement has been made to the process
of measuring and evaluating learners’ performance as well as criteria for graduation at
each educational level. Adjustment has also been made for streamlining certification
which correlates with learning standards, thus facilitating application of certifying
documents. From the context of this basic core curriculum problem of learning
management in science classroom in physics course is integrated. The problem of
achievement of learning management at source has been achieved as low. The Institute
the Promotion of Teaching Science and Technology (IPST) has been trying to solve the
problems of learning management model with the integration of science education, this
is just the beginning. Although there are eight centers, eight centers are located in
different parts of the country (Ministry of Education, 2015).
Based on the above-mentioned concept, the researchers adopted a STEM
Education teaching model to provide academic capacity for learning and promoting
scientific creativity in science laboratories of the enable learners to be productive and
skilled in their thinking processes. Thus, the model of STEM Education teaching and
learning was integrated into the model of science experiment of the upper secondary
students at the 10th grade level at Mahasarakham University Demonstration School
(Secondary School) is the context of research limitation in this study.
2. Methodology
The Basic Education Core Curriculum B.E. 2551 is aimed at the full development of
learners in all respects - morality, wisdom, happiness, and potentiality for further
education and livelihood. The following goals have consequently been set for
achievement upon completing basic education at inculcating learners with the
following five key competencies: Communication Capacity, Thinking Capacity,
Problem-Solving Capacity, Capacity for Applying Life Skills, and Capacity for
Technological Application
2.1 Selected of the Context of the Strand and Learning Standard in Science Learning
Area
Observance of the principles of development of the brain and multiple intelligences is
required to achieve learners’ balanced development that has therefore prescribed the
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
following eight learning areas: Thai Language; Mathematics; Science; Social Studies,
Religion and Culture; Health and Physical Education; Art, Occupations and
Technology; and Foreign Languages. In terms of the Strands and Learning Standards in
Science learning core, which it contains of 8 Strands and 13 Learning Standards. In this
research study would be selected at the Strand 4: Forces and Motion that focused on the
Standard SC4.2: Understanding of the characteristics and various types of motion of
natural objects; having investigative process for seeking knowledge and scientific
reasoning; transferring and putting the knowledge into practice was selected of the
context of content limitation at the first phase.
2.2 Pretest-Posttest Designs for Assessing the Achievements of Learning
A main innovative lesson plan was provided a general definition of student
achievement, defined factors that impact a student's ability to achieve and explains
what research shows about successful student achievement with the 5-sub lesson plans.
Student achievement has become a hot topic in education today, especially with
increased accountability for classroom teachers. The ultimate goal for any teacher is to
improve the ability level and prepare students for adulthood. Defining student
achievement and factors that impact progress is critical to becoming a successful
teacher. Student achievement measures the amount of academic content a student
learns in a determined amount of time. Each grade level has learning goals
or instructional standards that educators are required to teach. Standards are similar to
a 'to-do' list that a teacher can use to guide instruction. Student achievement will
increase when quality instruction is used to teach instructional standards. Researchers
want to monitor the effect of a new teaching method upon groups of students. Pretestposttest designs were an expansion of the posttest only design with the target groups,
one of the simplest methods of testing the effectiveness of an intervention. In this
design, which was given the treatment and the results were gathered at the end with
statistical analysis that can then determine the intervention had a significant effect.
2.3 Using the Popular Instructional Method in 21st-Century: STEM Education
To design in the instructional model for provide all the tools and strategies of this
research study’ plan to need to design integrated, interdisciplinary STEM lessons and
units that are relevant and exciting to the target group students. With clear definitions
of both STEM and STEM literacy, the authors argue that STEM in itself is not a
curriculum, but rather a way of organizing and delivering instruction by weaving the
four disciplines together in intentional ways. Rather than adding two new subjects to
the curriculum, the engineering and technology practices can instead be blended into
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
existing mathematics and science lessons in ways that engage students and help them
master 21st century skills. STEM Innovative Lesson Plans of the essentials was built how
to begin the STEM integration journey with: five guiding principles for effective STEM
instruction, physics laboratory classroom environments were responded of what these
principles look like in action of students’ perceptions, sample activities that put all four
STEM fields into practice, and lesson planning templates for STEM units were assessed
by the professional expert educators were checked of their efficiency quality, this was
the third phase.
2.4 Approaches to Studying Educational Environments
Defining the physics laboratory classroom environment in terms of the shared
perceptions of the students has the dual advantage of characterizing the setting through
the eyes of the participants themselves and capturing data. Students are at a good
vantage point to make judgments about classrooms because they have encountered
many different learning environments and have enough time in a class to form accurate
impressions. Also, even if researcher team was inconsistent in their day-to-day
behaviour, they usually project a consistent image of the long-standing attributes of
classroom environment. According to Moos's (1974) scheme for classifying human
environment in three basic types of dimension are Relationship Dimensions (which
identify the nature and intensity of personal relationships within the environment and
assess the extent to which people are involved in the environment and support and
help each other), Personal Development Dimensions (which assess basic directions along
which personal growth and self-enhancement tend to occur) and System Maintenance
and System Change Dimensions (which involve the extent to which the environment is
orderly, clear in expectations, maintains control and is responsive to change). Many
studies have drawn on scales and items in existing questionnaires to develop modified
instruments which better suit particular research purposes and research contexts. The
critical importance and uniqueness of laboratory settings in science education, an
instrument specifically suited to assessing the environment of science laboratory classes
at the senior high school or higher education levels was developed (Fraser, Giddings &
McRobbie 1995). Adapted version of the Science Laboratory Environment Inventory (SLEI)
what the SLEI has five scales (each with seven items) and the five response alternatives
are Almost Never, Seldom, Sometimes, Often and Very Often to the Physics Laboratory
Environment Inventory (PLEI) was used in this research study. This is the fourth phase of
this research methodology.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
2.5 Adapted the Building Guilford’s Work to Tests of Creative Thinking Ability
Creative thinking skills are essential for success in learning and success in life (Fisher,
2006). Creative thinking skills equips students to go beyond the information given, to
deal systematically, flexibly with problems and situations, to adopt a critical attitude to
information and arguments as well as to communicate effectively (McGuinness, 1999).
Guilford (1950) proposed creativity as the ability to produce a new idea into existence
via divergent thinking or arrive at many solutions to a problem, and offered three
dimensions to describe creativity: (i) fluency: ability to generate lots of ideas; (ii)
flexibility: ability to look at a question or topic from multiple perspectives; and (iii)
originality: is the crux of creativity. Creativity can also mean to generate unique or
unusual and unexpected ideas. To evaluate creativity, there must be measurable
indicators to determine how much students have gained from learning. The formal
psychometric measurement of creativity is usually considered to have begun with
Guilford
. Guilford’s group constructed several tests to measure creativity in
such as: plot titles; quick responses; figure concepts; unusual uses; remote associations;
and remote consequences. In this research study, adapted and improved version of the
Guilford first proposed the concept of "divergent thinking" in the 1950s, when he
noticed that creative people tend to exhibit this type of thinking more than others.
Associated divergent thinking with creative, appointing it several characteristics:
fluency (the ability to produce great number of ideas or problem solutions in a short
period of time); flexibility (the ability to simultaneously propose a variety of
approaches to a specific problem); originality (the ability to produce new, original
ideas); elaboration (the ability to systematize and organize the details of an idea in a
head and carry it out) were built. This is the fifth phase of this research methodology.
3. Research Objectives
1. To analyze the effectiveness of the innovative instructional lesson plans based on
the model of learning management in a STEM Education Method of secondary
students at the 10th grade level in physics laboratory environment classes with
the processing and performance resulting effectives at 75/75 criteria.
2. To compare between students’ learning achievements of their pretest and
posttest assessments with the innovative instructional lesson plans based on the
model of learning management in a STEM Education Method of secondary
students at the 10th grade level in physics laboratory environment classes.
3. To analyze of the associations between students’ learning achievements of their
posttest assessment and their creative thinking abilities with the innovative
instructional lesson plans based on the model of learning management in a
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
103
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
STEM Education Method of secondary students at the 10th grade level in physics
laboratory environment classes.
4. To analyze of the associations between students’ learning achievements of their
posttest assessment and their perceptions to their learning environments with
the innovative instructional lesson plans based on the model of learning
management in a STEM Education Method of secondary students at the 10th
grade level in physics laboratory environment classes.
5. To analyze of the associations between students’ creative thinking abilities and
their perceptions of their learning environments with the innovative
instructional lesson plans based on the model of learning management in a
STEM Education Method of secondary students at the 10th grade level in physics
laboratory environment classes.
3.1 Research Procedures
A. Creating and Validating the Quality of Innovation and Learning Management
Plans
The STEM Education Innovative Learning Plan for the Elastic Vehicle issue consists of 5
learning units, namely; Newton's Law of motion 1, Newton's second law of motion,
horizontal movement, spring force, and motion elastic cars.
B. Creating and Validating the Quality of Implementing, Creating, and Evaluating
Innovation
Step 1: Investigations of the Basic Education Core Curriculum B.E. 2551 and in
this research study would be selected at the Strand 4: Forces and Motion that focused
on the Standard SC4.2: Understanding of the characteristics and various types of
motion of natural objects; having investigative process for seeking knowledge and
scientific reasoning; transferring and putting the knowledge into practice.
Step 2: Examine the innovation techniques learning units related to content and
equations related to innovation.
Step 3: Define the content of the innovation, the elastic vehicle, in line with its
content and behavior, wants to develop creativity.
Step 4: Model prototypes through innovative learning styles related the 5learning plans.
Step 5: Brings the prototype of innovation, the rubber elastic vehicle goes to the
curriculum and instructional specialists, and the STEM educational experts were
checked. The results of the analysis were found to be valuable; the quality of the tool
was at 4.79. Quality/Consistency/Link/Cover of learning management plan with
purpose as much as possible.
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
Step 6: Bringing innovative innovations to try out with students. Nonexperimental group Experimentalists recorded scores during the study and after
learning by using the 75/75 efficiency benchmarking method, which yielded a
78.23/75.38 efficiency rating, which was well above the threshold.
3.2 Research Instruments
A. The Pretest and Posttest Achieving Test (PPAT)
Using the 50-item Pretest and Posttest Achieving Test PPAT were assessed of students’
learning achievements to measure their pretest and posttest assessments with the
innovative instructional lesson plans based on the model of learning management in a
STEM Education Method of secondary students at the 10th grade level in physics
laboratory environment classes about the contents of Newton's Law of Motion 1,
Newton's Law of Motion 2, Linear Movement, Spring Force, Elastic Vehicle Practice all
of them are 4 multiple options in the 10-innovative learning lesson plans.
B. The Physics Laboratory Environment Inventory (PLEI)
Adapted version of the Science Laboratory Environment Inventory (SLEI) (Fraser, Giddings
& McRobbie 1993) which the SLEI has five scales (each with seven items) and the five
response alternatives are Almost Never, Seldom, Sometimes, Often and Very Often to
the 35-item Physics Laboratory Environment Inventory (PLEI) (Santiboon, 2012) was used
in this research study. The PLEI has five scales and each scale contains with seven
items. This instrument is appropriate for the upper secondary education which contains
35 items and five scales which are Student Cohesiveness (SC), Open-Endedness (OE),
Integration (I), Rule Clarity (RC), and Material Environment (ME) and the five response
alternatives are Almost Never, Seldom, Sometimes, Often and Very Often.
C. The Guilford Creative Thinking Questionnaire (GCTQ)
Using the original version of the original of the Guilford’s intelligence work the
Guilford Divergent Thinking Questionnaire was adapted to assess students’ perceptions of
their creative thinking abilities with the 24-item Guilford Creative Thinking Questionnaire
(GCTQ) in 4 scales, namely Fluency Thinking (the ability to produce great number of
ideas or problem solutions in a short period of time); Flexibility Thinking (the ability to
simultaneously propose a variety of approaches to a specific problem); Originality
Thinking (the ability to produce new, original ideas); Elaboration Thinking (the ability to
systematize and organize the details of an idea in a head and carry it out) were built.
Each scale consists of 6 items and the five response alternatives are: Almost Never,
Seldom, Sometimes, Often and Very Often.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
105
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
3.3 Target Group
The target group for this research study was the upper secondary educational school
students who sat at the 10th grade level which sample size of 48 students in two physics
laboratory classes in the second semester of academic year 2016 at Mahasarakham
University Demonstration School (Secondary School), Kantharawichai District,
Mahasarakham Province under the Office of Higher Education Commission.
3.4 Research Limitation
The setting up of the sample and the consequent collection of data were then preceded
as below:
A. Content Limitations
The content of research study covers on physics content that it composes of the
Newton’s First Law of Motion, Hook’s Law, and the Law of Conservation of Energy
from the Strand 4: Forces and Motion that focused on the Standard SC4.2:
Understanding of the characteristics and various types of motion of natural objects;
having investigative process for seeking knowledge and scientific reasoning;
transferring and putting the knowledge into practice was selected of the context of
content limitation.
B. Resource Limitation
Step 1: The STEM Education Innovative Learning Plan consisted of 5-sub lesson
plans were checked the efficiency quality by the 3-professional expert educators.
Step 2: The 50-item Pretest and Posttest Achieving Test (PPAT) was checked by
the 2-professional expert educators with the IOC.
Step
Using the research instruments were assessed students’ target of
students in two physics laboratory classes
C. Variable Limitation
Independent Variable: the STEM Education Innovative Learning Plan consisted of 5sub lesson plans
Dependent Variable: learning achievement of learners from pre-test and post-test,
promoting creativity of students, and students’ perception of the environment in
physics laboratory classes.
3.5 Data Analysis
Using the foundational statistic with percentage, mean, standard deviation for
analyzing the basically data was examined. The validity and reliability of research
instruments were assessed with internal consistency Cronbach alpha reliability and
discriminant validity. Statistically significant was differentiated data to compare with
the independent variable t-test and ANOVA results (eta2). Associations between
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
106
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
students’ learning achievements of their posttest outcomes and their creative thinking
abilities to their perceptions toward their physics laboratory classroom environments
with simple and multiple correlations, standardized regression weight abilities and the
coefficient predictive value (R2) were used.
4. Results
The investigations of the effects of the activity-based on learning approaching
management through the STEM education instructional method for fostering the
creative thinking abilities, learning achievements, and environmental perceptions in
physics laboratory classes of students at the 10th grade level were administered with the
sample size consisted of 48 upper secondary educational students at the 10 th grade level
from Mahasarakham University Demonstration School by 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. Students’
learning achievements with the pre-test and post-test designs 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 Determinant
Predictive Value (R2) were associated.
4.1 The Effectiveness of the Innovative Instructional Lesson Plans
To analyze the effectiveness of the innovative instructional lesson plans based on the
model of learning management in a STEM Education Method of secondary students at
the 10th grade level in physics laboratory environment classes with the processing and
performance resulting effectiveness at 75/75 criteria. Table 1 reports of the effectiveness
of the innovative instructional lesson plans
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
107
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
Table 1: Score Total, Mean, Standard Deviation, and Percentage for the Effectiveness Innovative
Instructional Lesson Plans for the STEM Education Method
Total Score
x
S.D.
Percentage
Efficiency Performance Processes (E1)
100
78.23
5.74
78.23
Efficiency Performance Results (E2)
100
75.38
5.00
75.38
Efficiency Type
The Lessoning Effectiveness (E1/E2) = 78.23/75.38
Table I shows the result for the effectiveness of the innovative instructional lesson plans
based on the model of learning management in a STEM Education Method.
Effectiveness of lessons during the learning process (E1) reveals of 78.23 and the
performance effectiveness (E2) indicate that of 75.38, so the lessoning effectiveness
(E1/E2) evidences of 78.23/75.38 over the threshold setting is 75/75.
4.2 Validations of the GCTQ and PLEI
Tables 2 and 3 show the description of quantitative data of analyzing responses for
upper secondary students’ assessments reported for the GCTQ and PLEI. Internal
consistency (Cronbach alpha coefficient) and the mean correlation of each scale with the
other scales were obtained for the sample in this present study as indices of scale
reliability and discriminant validity for the GCTQ and PLEI, respectively.
4.2.1 Validations of the GCTQ
Table reveals of students’ perceptions of their creative thinking abilities with the item Guilford Creative Thinking Questionnaire (GCTQ) in 4 scales, namely Fluency
Thinking (the ability to produce great number of ideas or problem solutions in a short
period of time); Flexibility Thinking (the ability to simultaneously propose a variety of
approaches to a specific problem); Originality Thinking (the ability to produce new,
original ideas); Elaboration Thinking (the ability to systematize and organize the details
of an idea in a head and carry it out).
The results given in Table 2 show the mean scores for each of the four GCTQ
scales. As each scale has six items ranging from 24.19 to 25.17 and average total score as
24.77. The average mean scores ranged from 4.03 to 4.19 and average total score as 4.13,
respectively. Table 1 reports the internal consistency which ranged from 0.60 to 0.73
when using the actually scores. A successful evaluation of discriminant validity on each
scale shows that a scale of the GCTQ is correlated with other scales designed to measure
theoretically the different three scales. Using an F-test is the test statistic has an Fdistribution; it is most often used when comparing statistical models that have been
fitted to a data set.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
108
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
Table 2: Scale means’ score, means, standard deviations, scale internal consistency Cronbach
Alpha Reliability), discriminant validity and F-test for the GCTQ
Scale
Originality
Thinking
Flexibility
Thinking
Fluency Thinking
Elaboration
Thinking
Average Total
N=
, *ρ < .
Mean
(30)
Average
mean
(5)
Standard
deviation
Cronbach
alpha
reliability
Discriminant
validity
F-test
24.19
4.03
2.49
0.60
0.66
2.69*
24.94
4.16
2.55
0.62
0.65
2.82*
24.79
4.13
2.13
0.63
0.65
2.47*
25.17
4.19
2.09
0.73
0.62
2.53*
24.77
4.13
7.51
0.82
, **ρ < .
1.86**
, ***ρ < .
As reported in Table 2, the discriminant validity coefficients (the mean correlation of a
scale with the other scales of students’ creative thinking abilities ranged from . to
0.66. These figures suggest that the scales of the GCTQ measure distinct although
somewhat overlapping aspects of the creative thinking abilities. The statistically
significant in an F-test was the ratio of two scaled sums of squares reflecting different
sources of variability at level of 0.05.
4.2.2 Validations of the PLEI
Internal consistency (Cronbach alpha coefficient) and the mean correlation of each scale
with the other scales were obtained for sample in this present study as indicates of scale
reliability and discriminant validity for the PLEI. A summary of these values obtained
of the PLEI is report in Table 3.
Table 3: Scale Internal Consistency, Discriminant Validity, and F-test for the PLEI
Scale
Student
cohesiveness
Open-endedness
Integration
Rule clarity
Material
environment
Total
N=
, *ρ < .
Mean
(35)
Average
mean
(5)
Standard
deviation
Cronbach
alpha
reliability
Discriminant
validity
F-test
29.88
4.27
2.93
0.70
0.69
3.79**
29.44
28.81
29.44
4.21
4.12
4.21
2.78
2.69
2.93
0.63
0.69
0.71
0.71
0.70
0.69
2.78*
3.23*
2.84*
30.14
4.31
2.75
0.74
0.68
4.09**
29.54
4.22
1.48
0.79
, **ρ < .
, ***ρ < .
3.65**
.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
109
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
In Table 3, the results show the mean scores for each of the five PLEI scales. As each
scale has seven items, the minimum and minimum scores for each scale would be 7 and
35, which means the scale ranged from 28.81 to 30.14 using the actually scores. Table 3
reports the reliability coefficients for the different PLEI scales and these figures suggest
that the scales of the PLEI measure district although somewhat overlapping aspects of
the physics laboratory environment. The distinct of the scales were also checked with
the Cronbach alpha coefficient and discriminant validity.
Table 4: Factor Loading for Items of the PLEI
Factor Loading
Item No.
1
2
4
7
5
3
6
8
13
10
14
9
12
11
15
16
21
19
23
17
18
26
27
25
24
23
28
22
32
35
34
Student
cohesiveness
Openendedness
Integration
Rule
clarity
Material
environment
0.82
0.77
0.53
0.52
0.47
0.45
0.43
0.80
0.80
0.69
0.66
0.64
0.56
0.43
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
0.80
0.78
0.72
0.72
0.69
0.64
0.42
0.88
0.78
0.75
0.71
0.71
0.62
0.40
0.89
0.89
0.88
110
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
Factor Loading
Student
cohesiveness
Item No.
Openendedness
Integration
Rule
clarity
Material
environment
31
30
33
29
%
variance
0.61
0.60
0.53
0.52
of
Eigenvalue
36.54
31.96
32.22
37.58
33.23
2.57
2.24
2.26
2.63
2.33
*Loading smaller than 0.30 omitted, the simple consisted of 48 students in 2 classes.
The validity and reliability of the PLEI reports the internal consistency ranging from
. to . using the students’ actually scores was used. The statistically significant in
an F-test was the ratio of two scaled sums of squares reflecting different sources of
variability at level of 0.05. These figures suggest that the scales of the PLEI measure
distinct although somewhat overlapping aspects of the physics laboratory environment.
The distinct nature of the scale was checked with a factor analysis which is described in
Table 4.
To describe variability among correlated variables in terms of a potentially lower
number of unobserved variables called Factor Loading Analysis was searched to find
independent latent variables. Followers of factor analytic methods believe that the
information gained about the interdependencies between variables can be used later to
reduce the set of variables in a dataset in this research. There has been significant
controversy in the field over differences between the two techniques on exploratory
factor analysis versus principal components analysis. From the point of view of
exploratory analysis, the percent of variance and the eigenvalues are inflated
component loadings, and contaminated with error variance. Table 4 reveals of the
results of this analysis. Table 4 lists the items which were found to have factor loading
greater than 0.30, which is the minimum value conventionally accepted as meaningful
in factor analysis, and hence, the results lend support to the factorial validity of the
PLEI.
4.3 Comparisons between Students’ Learning Achievements of their Pretest and
Posttest Assessments with the Innovative Instructional STEM Education Method
To compare between students’ learning achievements of their pretest and posttest
assessments with the innovative instructional lesson plans based on the model of
learning management in a STEM Education Method of secondary students at the 10 th
grade level in physics laboratory environment classes with the 50-item Pretest and
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
111
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
Posttest Achieving Test (PPAT) was assessed. Table 5 reports the statistically significance
of the difference between students’ learning outcomes of their pretest and posttest
assessments. Using paired comparisons between different assessments of the same
PPAT as reports in Table 5.
Table 5: Average Mean, Standard Deviation, Mean Difference for the PPAT
Assessing
Test
Total
score
( x =50)
Standard
Deviation
Pretest
21.50
5.51
Posttest
32.15
4.38
N=
, *ρ < .
, **ρ < .
, ***ρ < .
Mean
Diff.
t-Value
ANOVA
(eta2)
10.65
21.05***
0.77***
.
To identify teachers’ contributions to students’ learning achievements, the district
would need assessments at two points in time: before learning begins and at the end of
the physics course. These assessments can be thought of as pre-tests and post-tests. The
average mean scores of pretest of 21.50 and posttest revealed as 32.15. In most case, the
standard deviation for the pretest as 5.51 and for the posttest as 4.38, and the mean
difference between pre-tests and post-tests of 10.65 were compared. It also provides
support the learning management in a STEM Education Method that teacher needed to
take differences into consideration when planning and designing physics curriculum in
the physics laboratory were assessed with the independent t-test and ANOVA (eta2)
significantly (ρ < .
).
4.4 Associations between Students’ Learning Achievements of their Posttest
Assessment and their Creative Thinking Abilities with the Innovative STEM
Education Instructional Method
Given the potential for students’ learning achievements of their posttest assessment to
their perceptions of their creative thinking abilities with the innovative instructional
lesson plans based on the model of learning management in a STEM Education Method
in physics, other student, teacher and classroom qualities were explored to determine
their relationship with students’ perceptions of their creative thinking abilities.
Correlation’s studies identified significant differences in students’ learning
achievements and their perceptions according to achievements made etc. In this study,
it was also considered important to investigate associations that involved simple
correlation and multiple regression analyses of relationships as a whole reported in
Table 6.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
112
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
Table 6: Associations between Students’ Posttest Achievements for the PPAT and their GCTQ
in Term of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β
Variables
Mean
(x)
S.D.
Posttest
Assessment
(PPAT)
3.21
0.04
GCTQ
4.13
0.31
N=
, *ρ < .
, **ρ < .
, ***ρ < .
Simple
Correlation
(r)
Standardized
Regression
Validity β
Multiple
Correlation
(R)
Efficiency
Predictive
Value (R2)
0.19*
0.21*
0.5128*
0.2629*
.
Simple correlation and multiple regressions analyses were conducted to examine
whether associations exists between students’ learning achievements of their posttest
assessment to their perceptions of their creative thinking abilities with the innovative
instructional lesson plans based on the model of learning management in a STEM
Education Method. Table 6 shows the correlations between posttest assessment (PPAT)
and towards physics. The GCTQ creative thinking abilities among four scales were
relative significantly, when using a simple correlation analysis (r) and standardized
regression validity β . The multiple correlations R was .
and the predictive
efficiency (R2 value indicated that % of the variances in students’ creative thinking
abilities to their physics classes were attributable to their post learning achievement in
their physics laboratory classroom environments. The coefficient of determination,
denoted R2 and pronounced "R squared", is a number that indicates the proportion of
the variance in the dependent variable (PPAT) that is predictable from the independent
variable (GCTQ). It provides a measure of how well observed outcomes are replicated
by the STEM education method, based on the proportion of total variation of students’
learning outcomes explained by the STEM Education instructional model.
4.5 Associations between Students’ Learning Achievements of their Posttest
Assessment and their Physics Laboratory Environment Classes with the Innovative
STEM Education Instructional Method
Given the potential for students’ learning achievements of their posttest assessment to
their perceptions of their creative thinking abilities with the innovative instructional
lesson plans based on the model of learning management in a STEM Education Method
in physics, other student, teacher and classroom qualities were explored to determine
their relationship with students’ perceptions of their perceptions in physics laboratory
environment classes. Correlation’s studies identified significant differences in students’
learning achievements and their perceptions according to achievements made etc. In
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
113
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
this study, it was also considered important to investigate associations that involved
simple correlation and multiple regression analyses of relationships as a whole reported
in Table 7.
Table 7: Associations between Students’ Posttest Achievements for the PPAT and their PLEI in
Term of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β
Variables
Mean
(x)
S.D.
Posttest
Assessment
(PPAT)
3.21
0.04
PLEI
4.19
0.30
N=
, *ρ < .
, **ρ < .
, ***ρ < .
Simple
Correlation
(r)
Standardized
Regression
Validity β
Multiple
Correlation
(R)
Efficiency
Predictive
Value (R2)
0.23*
0.19*
0.5910*
0.3493*
.
The reports in Table 7, The multiple correlations (R) was 0.5910 and the predictive
efficiency (R2 value indicated that % of the variances in students’ creative thinking
abilities to their physics classes were attributable to their post learning achievement in
their physics laboratory classroom environments. The coefficient of determination
denoted R2 is a number that indicates the proportion of the variance in the dependent
variable (PPAT) that is predictable from the independent variable (PLEI). It provides a
measure of how well observed outcomes are replicated by the STEM education method,
based on the proportion of total variation of students’ learning outcomes explained by
the STEM Education instructional model.
4.6 Associations between Students’ Creative Thinking Abilities and their Perceptions
in Physics Laboratory Environment Classes with the Innovative Instructional Lesson
Plans based on the STEM Education Method
To explore the students’ perceptions of the creative thinking abilities and their physics
laboratory learning environment to assess the relationships between of these with the
innovative instructional lesson plans based on the STEM education method. In this
section, physics laboratory classroom environment dimensions have been used as
criterion variables in research aimed at identifying how the classroom environment
varies with the 35-item Physics Laboratory Environment Inventory (PLEI) in five scales.
The creativity in this sense involves what is called lateral thinking or the ability with the
24-item Guilford Creative Thinking Questionnaire (GCTQ) in four scales, using internal
consistency reliability the GCTQ had a value of 0.82 which was considered satisfactory
for further use in this study. In Table 7, the sample correlation (r), and standardized
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
regression weight validity values β are reported which show statistically significant
correlations (ƿ<0.05).
In this study, it was also considered important to investigate associations
between science students’ perceptions of their physics laboratory classroom learning
environments with their creative thinking abilities toward physics. In Table 7, the
sample correlation r and standardized regression weight creative thinking validity β
values are reported which show statistically significant correlations (p<.05).
Table 8: Associations between Students’ Perceptions for the PLEI and their GCTQ in Term of
Simple Correlation (r), Multiple Correlations (R) and Standardized Regression Coefficient β
Simple Correlation Validity
(r)
Standardized Regression Weight
Validity β
Student Cohesiveness
0.15*
0.20*
Open-Denseness Scale
0.19**
0.23**
Integration Laboratory
0.36***
0.44***
Laboratory Rule Charity
0.33***
0.35***
Material Environments
0.18*
017*
Scale
Multiple Correlation (R)
0.7520**
Coefficient of Determination
(R2)
0.5656**
The multiple correlations (R) was 0.7520, and the coefficient of determination
denoted R2 and pronounced that indicates that 57% of the proportion of the variance in
the dependent variable (PLEI) that is predictable from the independent variable
(GCTQ) of the variances in students’ creative thinking abilities to their physics classes
were attributable in their physics laboratory classroom environments with the STEM
Education Method of secondary students at the 10th grade level in physics laboratory
environment classes are provided.
5. Conclusions
This research study was designed to investigate and examine of the effects of the
activity-based on learning approaching management through the STEM education
instructional method for fostering the creative thinking abilities, learning achievements,
and environmental perceptions in physics laboratory classes of students at the 10 th
grade level for the target group that was the upper secondary educational school
students who sat at the 10th grade level which sample size of 48 students in two physics
laboratory classes in the second semester of academic year 2016 at Mahasarakham
University Demonstration School (Secondary School), Kantharawichai District,
Mahasarakham Province under the Office of Higher Education Commission. The
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
115
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
context of the content that it composes of the Newton’s First and Second Laws of
Motion, Hook’s Law Spring Motion , and the Law of Conservation of Energy from the
Strand 4: Forces and Motion that focused on the Standard SC4.2 from the Basic
Education Core Curriculum B.E. 2551 was aimed at the full development of learners in
all respects - morality, wisdom, happiness, and potentiality for further education was
selected of the context of the strand and learning standard in science learning area in
terms of students’ perceptions of their learning environment and their creative thinking
ability toward physics.
Pretest-Posttest Designs for assessing students’ learning achievements was
defined factors that impact a student's ability to achieve and explains what research
shows about successful student achievement with the 5-sub lesson plans. The preferred
method to compare participant groups and measure the degree of change occurring as a
result of treatments or interventions were assessed. Pretest-posttest designs are an
expansion of the posttest only design with nonequivalent groups, one of the simplest
methods of testing the effectiveness of an intervention. In this design, which uses two
groups, one group is given the treatment and the results are gathered at the end. The
student group receives no treatment, over the same period of time, but undergoes
exactly the same tests. Statistical analysis can then determine if the intervention had a
significant effect. The result for the effectiveness of the innovative instructional lesson
plans based on the model of learning management in a STEM Education Method was
designed. Effectiveness of lessons during the learning process (E1) reveals of 78.23 and
the performance effectiveness (E2) indicate that of 75.38, so the lessoning effectiveness
(E1/E2) evidences of 78.23/75.38 over the threshold setting is 75/75.
Focused on the comparisons compare between students’ learning achievements
of their pretest and posttest assessments with the innovative instructional lesson plans
based on the model of learning management in a STEM Education Method of secondary
students at the 10th grade level in physics laboratory environment classes were assessed.
The result for the effectiveness of the innovative instructional lesson plans based on the
model of learning management in a STEM Education Method was designed.
Effectiveness of lessons during the learning process (E1) reveals of 78.23 and the
performance effectiveness (E2) indicate that of 75.38, so the lessoning effectiveness
(E1/E2) evidences of 78.23/75.38 over the threshold setting is 75/75.
In terms of the validity and reliability of the research instruments, the
description of quantitative data of analyzing responses for upper secondary students’
assessments reported for the 24-item Guilford Creative Thinking Questionnaire (GCTQ) in
4 scales and the reliability coefficients for the different the Physics Laboratory
Environment Inventory (PLEI) scales and these figures suggest that the scales of the PLEI
measure district although somewhat overlapping aspects of the physics laboratory
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
environment. The distinct of the scales were also checked with the Cronbach alpha
coefficient and discriminant validity ranging from .
to .
using the students’
actually scores was used and to have factor loading greater than 0.30 were found, which
is the minimum value conventionally accepted as meaningful in factor analysis, and
hence, the results lend support to the factorial validity of the PLEI.
The average mean scores of pretest of 21.50 and posttest revealed as 32.15. In
most case, the standard deviation for the pretest as 5.51 and for the posttest as 4.38, and
the mean difference between pre-tests and post-tests of 10.65 were compared. It also
provides support the learning management in a STEM Education Method that teacher
needed to take differences into consideration when planning and designing physics
curriculum in the physics laboratory were assessed with the independent t-test and
ANOVA (eta2) significantly (ρ < .
).
Associations between students’ learning achievements of their posttest
assessment and their creative thinking abilities with the innovative instructional lesson
plans based on the model of learning management in a STEM Education Method of
secondary students at the 10th grade level in physics laboratory environment classes.
The multiple correlations (R) was 0.5128 and the predictive efficiency (R2) value
indicated that
% of the variances in students’ creative thinking abilities to their
physics classes were attributable to their post learning achievement in their physics
laboratory classroom environments. The coefficient of determination, denoted R2 and
pronounced "R squared", is a number that indicates the proportion of the variance in
the dependent variable (PPAT) that is predictable from the independent variable
(GCTQ). It provides a measure of how well observed outcomes are replicated by the
STEM education method, based on the proportion of total variation of students’
learning outcomes explained by the STEM Education instructional model.
Associations between students’ learning achievements of their posttest
assessment and their perceptions to their learning environments with the innovative
instructional lesson plans based on the model of learning management in a STEM
Education Method of secondary students at the 10th grade level in physics laboratory
environment classes. The reports in Table 7, The multiple correlations (R) was 0.5910
and the predictive efficiency (R2) value indicated that 35% of the variances in students’
creative thinking abilities to their physics classes were attributable to their post learning
achievement in their physics laboratory classroom environments. The coefficient of
determination denoted R2 is a number that indicates the proportion of the variance in
the dependent variable (PPAT) that is predictable from the independent variable (PLEI).
It provides a measure of how well observed outcomes are replicated by the STEM
education method, based on the proportion of total variation of students’ learning
outcomes explained by the STEM Education instructional model.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
117
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
Associations between students’ creative thinking abilities and their perceptions
of their learning environments with the innovative instructional lesson plans based on
the model of learning management in a STEM Education Method of secondary students
at the 10th grade level in physics laboratory environment classes. The multiple
correlations (R) was 0.7520, and the coefficient of determination denoted R2 and
pronounced that indicates that 57% of the proportion of the variance in the dependent
variable (PLEI) that is predictable from the independent variable (GCTQ) of the
variances in students’ creative thinking abilities to their physics classes were
attributable in their physics laboratory classroom environments with the STEM
Education Method of secondary students at the 10th grade level in physics laboratory
environment classes are provided.
6. Discussions
The results of this research study have probably got some ideas of how experiments
should be run. Why don't researchers just look at something, poke it with a stick, and
then study the changes? Researchers are always making things super complicated. The
reason ran a pretest-posttest experiment is to see if your manipulation, the thing that to
be able to looking at, has caused a change in the participants. Since student is being
manipulated in the same way, any changes and see across the group of participants is
likely from the manipulation. This means teachers test them before doing the
experiment, then teachers run their experimental manipulation, and then teachers test
them again to see if there are any changes. So how does this really work? This is the
research designed for assessing students’ assessments of their pretest and posttest
techniques were compared.
Whilst this posttest only design does find many uses, it is limited in scope and
contains many threats to validity. It is very poor at guarding against assignment bias,
because the researcher knows nothing about the individual differences within the
control group and how they may have affected the outcome. Even with randomization
of the initial groups, this failure to address assignment bias means that the statistical
power is weak.
Focused on the PLEI, the results of the present study were compared with those
of previous studies conducted in Australia, the USA, Canada, England, Israel and
Nigeria. It was found that the physics laboratory classes reflected lower levels of
Integration and Material Environment, and higher levels of Rule Clarity, than
Australian, American, Canadian and Israeli science classes. However, the level of OpenEndedness in laboratory class is relatively lower than that of the Australian, American
and Canadian science classes. In the area of differences, there were differences in
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
118
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
perceptions of science laboratory classroom environments for both the sample as well as
for the samples from the other countries. Associations between students' perceptions of
the nature of the science laboratory classroom environment and their learning
achievements and their creative thinking ability outcomes also existed for all samples in
all the countries concerned, including Thailand.
As researchers strive to better prepare students for real world careers and
challenges, we need to focus on developing students' creative thinking skills. Educators
can encourage students to become 21st-century problem solvers by introducing them to
a wide variety of thinking tools. Affording students the opportunity to flex their
creative problem solving skills offers them the chance to practice skills that are highly
prized in real-world situations. Entering college or the workforce with well-developed
creative thinking skills proves a great advantage for today's new grads. In education,
we routinely teach students how to use various sets of cognitive tools to make academic
work easier, more efficient, or more productive: for example, research methods, notetaking strategies, or ways to remember and organize information. In teaching thinking,
we need to give students cognitive tools and teach them to use these tools
systematically to solve real-life problems and to manage change. These tools apply to
two essential categories: creative thinking abilities. Suggestions that the effects of the
activity-based on learning approaching management through the STEM education
instructional method for fostering the creative thinking abilities, learning achievements,
and environmental perceptions in physics laboratory classes of students at the 10 th
grade level that should be needed to know how to implement authentic STEM teaching
and learning into classrooms are following as the 21st century, responsibility.
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Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
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AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
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European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
121
Chumpon Chanthala, Toansakul Santiboon, Kamon Ponkham
AFFECTING THE ACTIVITY-BASED ON LEARNING APPROACHING MANAGEMENT THROUGH THE STEM
EDUCATION INSTRUCTIONAL METHOD FOR FOSTERING THE CREATIVE THINKING ABILITIES, LEARNING
ACHIEVEMENTS AND ENVIRONMENTAL PERCEPTIONS IN PHYSICS LABORATORY CLASSES OF
SECONDARY STUDENTS AT THE 10TH GRADE LEVEL
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