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.495500
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT
BETWEEN STEM EDUCATION METHOD AND THE 5E-INQUIRY
MODEL FOR DEVELOPING STUDENTS’ CREATIVE THINKING
ABILITIES AND THEIR ATTITUDES TOWARD PHYSICS ON
MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS
AT THE 10th GRADE LEVEL IN PHYSICS CLASSES
Adisorn Banhan1i,
Toansakul Santiboon2,
Thanawat Somtua3
1,2
Department of Science Education, Faculty of Education
Rajabhat Maha Sarakham University, Mahasarakham, Thailand 44000
Department of Chemistry, Faculty of Science and Technology
3
Rajabhat Maha Sarakham University, Mahasarakham, Thailand 44000
Abstract:
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
/
, 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-
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
161
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
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
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 CT“T 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 ̅̅̅ , 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 E / E
was
.
/
.
. 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
% and
% of the variance in students’ creative thinking
abilities of their physics classes were attributable to their post learning achievements,
students’ learning achievements of the L“T and their TOPR“ toward physics, the R2
value indicated that
% and
% 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
% and
% 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 .
level between students’ creative
thinking abilities and their attitudes toward physics.
Keywords: comparisons, the instructional management, STEM education method, the
5E-inquiry model, creative thinking abilities, attitudes toward physics, physics classes
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
162
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
1. Introduction
As far back as 2002, the Ministry of Education announced experimental application of
the Basic Education Curriculum 2001 in its pilot and network schools. Mandatory
implementation was subsequently effected in all schools providing basic education
from academic year 2003 to the present time. Problems and issues of concern included
the provisions, application process and outcome of the curriculum. The problems
identified were confusion and uncertainty in preparing school curriculums; schools’
ambition in prescribing learning areas and expected outcomes; measurement and
evaluation did not correlate with the standards set, which effects on preparation of
certifying documents and transferring of learning outcomes. Consequently, the Office of
the Basic Education Commission (OBEC), under close supervision of the Basic
Education Commission Board, revised the Basic Education Curriculum 2001 in order to
prepare the subsequent Basic Education Core Curriculum 2008. In so doing, OBEC
availed the outcomes of the studies undertaken and benefited from the data and
information provided in the Tenth National Economic and Social Development Plan
(2007-2011). The Basic Education Core Curriculum 2008 thus prepared will
undoubtedly provide all educational service area offices, local offices and basic
education institutions under jurisdiction of various agencies with an appropriate
framework and guidance for preparing the pertinent curriculum. The basic education to
be provided to all Thai children and youths will be of higher quality in regard to
acquisition of essential knowledge and skills required for learners’ lives in the
constantly changing society. Learners will also be able to acquire knowledge for
continuous lifelong self-development. In academic year 2009, the Basic Education Core
Curriculum 2008 shall be applied for Grades 1-6 and Grades 7 and 10; In academic year
2010, it shall be applied for Grades 1-6, and Grades 7, 8, 10 and 11; and (3) From
academic year 2011, it shall be applied for all grades from academic year 2012, this Core
Curriculum 2008 shall be applied for all grades (Ministry of Education Thailand, 2012).
The learning standards and indicators prescribed in this document will enable
agencies concerned at all levels to clearly visualize expected learning outcomes
throughout the entire course of study. It will provide relevant local agencies and
schools with confidence in their collaborative efforts to prepare school curriculums of
higher quality and harmony. Learning measurement and evaluation will have greater
clarity, thus eliminating the problem of inter-school transfer of learning outcomes. The
Basic Education Core Curriculum is aimed at the full development of learners in all
respects - morality, wisdom, happiness, and potentiality for further education and
livelihood on learners’ development for attainment of the following desired
characteristics, which enable learners to enjoy their lives as Thai citizens and global
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
163
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
citizens. Observance of the principles of development of the brain and multiple
intelligences is required to achieve learners’ balanced development to have therefore
prescribed the following eight learning areas; 1) Thai Language, 2) Mathematics, 3)
Science, 4) Social Studies, Religion and Culture, 5) Health and Physical Education, 6)
Art, 7) Occupations and Technology, and 8) Foreign Languages (Ministry of Education
Thailand, 2012).
Focused on the science learning area, the learning standards serve as the goals in
developing learners’ quality, monitoring for internal quality assurance is essential, as it
indicates the extent of success in achieving the quality as prescribed in the pertinent
standards. Indicators specify what learners should know and be able to perform as well
as their characteristics for each grade level, indicators reflect the learning standards
with the eights strands with the thirteen science standards. In the context of physics
contents, they are obtained at the Strand 4: Forces and Motion Standard SC4.1 and
Standard SC4.2, and Strand 5: Energy Standard SC5.1. In this research, study was
selected on the Strand 4: Forces and Motion Standard SC4.1 on Momentum and Collision
Issue with the instructional management between STEM education method and the 5Einquiry model were instructional designs for secondary students at the 10th grade level.
Instructional design, or instructional systems design (ISD), is the practice of
creating "instructional experiences which make the acquisition of knowledge and skill more
efficient, effective, and appealing Merrill, Drake, Lacy, and Pratt, 1996). The process
consists broadly of determining the state and needs of the learner, defining the end goal
of instruction, and creating some "intervention" to assist in the transition. The outcome
of this instruction may be directly observable and scientifically measured or completely
hidden and assumed (Mayer, 1992). There are many instructional design models but
many are based on the 5E-Inquiry Instructional Model with the five phases: engage,
explore, explain, extend/elaborate, and evaluate. As a field, instructional design is
historically and traditionally rooted in cognitive and behavioral psychology, though
recently constructivism has influenced thinking in the field (Barufaldi, 2002). The
Science, Technology, Engineering and Mathematics (STEM, previously SMET) are a term
that refers to the academic disciplines of science, technology, engineering and
mathematics (New Jersey Technology and Engineering Educator Association, 2015).
This term is typically used when addressing education policy and
curriculum choices in schools to improve competitiveness in science and technology
development. It has implications for workforce development, national security concerns
and immigration policy (Gonzalez and Kuenzi, 2012). In this research study, using the
instructional management between STEM education method and the 5E-inquiry model
for developing students’ learning achievements and developing these instructional
models to creative thinking abilities and their attitudes toward physics on momentum
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
164
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
and collision issue of secondary students at the 10th grade level in physics classes were
designed.
In terms of the creative thinking, it means thinking about new things or thinking
in new ways. It is thinking outside the box. Often, creativity in this sense involves what
is called lateral thinking, or the ability to perceive patterns that are not obvious.
Creative or innovative thinking is the kind of thinking that leads to new insights, novel
approaches, fresh perspectives, and whole new ways of understanding and conceiving
of things. The products of creative thought include some obvious things like music,
poetry, dance, dramatic literature, inventions, and technical innovations. But there are
some not so obvious examples as well, such as ways of putting a question that expand
the horizons of possible solutions, or ways of conceiving of relationships that challenge
presuppositions and lead one to see the world in imaginative and different ways
(Facione, 2013). Focused on 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
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 classes of fluency, flexibility, originality, and elaboration
ability scales were used. In this research study, to associate between students’ creative
thinking abilities and their attitudes toward physics in physics classes were assessed.
Adapted version of the short version of the Test Of Physics-Related Attitude
(TOPRA) (Santiboon and Fisher, 2005) from the original of the Test of Science Related
Attitudes (TOSRA) that it used to assesses science-related attitudes along seven
dimensions: social implications of science, normality of scientists, attitude toward
scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure
interest in science, & career interest in science (Fraser, 1981). Fraser developed the
survey to measure seven science related attitudes among secondary school students.
Fraser based his design on the early work of Klopfer (1971). In his classification system,
Klopfer’s first scale was called Manifestation of favorable attitudes towards science and
scientists. The TOSRA was used to associate student outcomes and the classroomEuropean Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
learning environment, particularly to add the measure of students’ attitudes towards
science and achievement. This research study references the extensive of Santiboon and
Fisher’s work that it was shown high reliability results for modifying version from the
origin was all measured to assess changes in students’ attitudes toward physics and
physics related issues because of participating in physics classes with the instructional
management between STEM education method and the 5E-inquiry model.
Because of all teachers have been there tried to explain the concepts in a way of
their students will understand, some lessons simply will not stick. If teacher teach
secondary students, teacher might run into this with abstract lessons, like teaching
about responsibility, honesty or being considerate of others. If teacher is teaching teens,
tackling complex issues like social justice, government or politics may be the most
common culprits. The driving force of 21st Century learning is the focus on preparing
our young students to be successful in today's world. And because the world is
changing so rapidly in our digital age, the needs of our students are progressing as well.
the tenets of 21st Century learning and find out how you can enhance your teaching
methods to best serve today's young learners, check out our article on the topic: "What
is 21st Century learning? How a master's degree can enhance the effectiveness of your
classroom (Scherman, 2016). This present study was checked by education experts
maintain that one of the most effective ways to make a lesson stick is to involve the
students directly. This is why research team often sees student skits or mock trials.
These hands-on activities can help transform a lesson into an experience. Within
innovative learning instructional plans, the role of the teacher shifts to something closer
to that of a facilitator. Rather than calling on a single student at a time, the children are
given the opportunity to discuss class materials in groups. Maximizing the level of
interaction and participation sparks engagement; students begin to learn from one
another, rather than solely learning from the teacher. As a result, students learning
achievement with the instructional management between STEM education method and
the 5E-inquiry model are soared.
2. Methodology
This research was designed and conducted to investigate the results of STEM education
and the 5E-Inquiry methods for exploring the five-step knowledge of momentum and
collision issue in physics classes. The research procedures of the study were as follows:
students’ learning achievements to develop their creative thinking abilities and their
attitude towards physics were assessed with students' perceptions on the physics
classroom environments. The research should be beneficial to the learning activities of
physics teachers to use as the research instruments to develop students to be able to use
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
166
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
the knowledge, creative ability to create new innovations for society and live in a happy
learning society are research procedures.
3. Research Objectives
To design the instructional management between STEM education method and the 5Einquiry model for developing students’ creative thinking abilities and their attitudes
toward physics on momentum and collision issue of secondary students at the 10 th
grade level in physics classes, the purposes of this research were followed as:
1. To develop an innovative instructional lesson plan based on the models of
learning management in a STEM Education Method and the 5E-Inquiry Model
with the processing and performance resulting effective at 80/80 standardized
criteria.
2. To compare between students’ learning achievements of their pre and posttests
with the STEM Education Method and the 5E-Inquiry Model on Momentum and
Collision Issue.
3. To evaluate students’ performances of their creative thinking abilities with the
STEM Education Method and the 5E-Inquiry Model.
4. To assess students’ attitudes toward physics with the STEM Education Method
and the 5E-Inquiry Model.
5. To associate between students’ learning achievements of their post assessing
tests and their creative thinking abilities with the STEM Education Method and
the 5E-Inquiry Model.
6. To associate between students’ learning achievements of their post assessing
tests and their attitudes toward physics with the STEM Education Method and
the 5E-Inquiry Model.
7. To predict the relationships between students’ performances of their creative
thinking abilities and their attitudes toward physics with the STEM Education
Method and the 5E-Inquiry Model.
4. Research Procedures
Step I: Creating and Finding Quality Instruments for Research
The instructional learning plan, the STEM Education Method, and the 5E-Inquiry
Model on Momentum and Collision Issue of secondary students at the 10th grade level
in physics classes that followed as the content of physics in the Strand SC 4 of the Basic
Education Core Curriculum 2008. Defining the nature and format of the innovative
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
167
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
learning management plans composed of Name, Title, Title, Subject, Class, and Time;
Learning Standards, Essence, Learning Objectives, Learning Management Process,
STEM Education Method, and the 5E-Inquiry Model Processes, Media/Learning
Resources, Evaluation, and Scientific Process Skills.
Step II: Creating the Innovative Instructional Plan with the STEM Education Method
To create a learning plan for the STEM education method of science learning area
strand on momentum and collision issue with the main innovative lesson plan in 16
hours was instructed in the experimental student group.
Step III: Creating the Innovative Instructional Plan with the 5E-Inquiry Model
Creating a learning plan for the 5E-Inquiry Model of science learning area strand on
momentum and collision issue with the main innovative lesson plan in 16 hours was
instructed in the controlling student group.
Step IV: The Innovative Instructional Plans were Checked
The creating the innovative instructional plans with STEM Education Method and the
5E-Inquiry Model were apply the revised learning management plans as suggested by
the 2-supervisors and the 5-professional expert educators were checked to assess
consistency, content validity and consideration, and evaluated the appropriability of the
two innovative learning management plans for using the learning plan were developed
by the researcher team.
Step V: Analyzing the Innovative Instructional Plans were Tried Out
The innovative instructional plans were tried out and applied the scores obtained from
experts' assessments to analyze the mean to find out the quality of the learning plan.
Appropriateness of plan by using a 5-scale rating scale model then improved the
learning plan based on expert recommendations. The result of the quality of the
innovative learning management plans using the STEM Education Method and the 5EInquiry Model were most appropriate, with an average of 4.20 to 5.00. Finally, to apply
improved learning management plan were used with the two students’ target groups in
the tenth grade level at Sarakhampittayakom School.
4.1 Research Instruments
4.1.1 The Learning Achievement Test (LAT)
The physics content analysis and learning objectives were built with a 4-multiple choice
and students’ learning outcomes of their pre and posttest design with the Learning
Achievement Test (LAT) were assessed of their learning outcomes.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
168
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
4.1.2 The Creative Thinking Ability Test (CTAT)
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 The Creative Thinking Ability Test (CTAT)
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.
4.1.3 The Test of Physics-Related Attitude (TOPRA)
The term attitude is very common and popular in daily life. Everyone has given it its
own meanings, concepts and definitions. An aim of this study was to explore the
psychometric attitudes of the Test of Science-Related Attitude (TOSRA) to adapt to the
Thai version of the Test Of Physics-Related Attitude (TOPRA) that it obtained of 8 items.
4.2 Sample
To compare between students’ learning achievements of their pre and posttests with the
STEM Education Method and the 5E-Inquiry Model on Momentum and Collision Issue
of secondary students at the 10th grade level in physics classes. The sample size was
separated into two groups. Currently studying in the second semester of academic year
2016, Sarakhampittayakom Sombat Pittayakom School under the Secondary Education
Service Area Office 26 was selected.
4.2.1 The Experimental Student Group
The sample of the experimental student group was a total of 50-secondary students at
the tenth grade level, who conducted the learning activities in the form of the STEM
Education Method study called experimental student group.
4.2.3 The Controlling Student Group
The sample of the controlling student group consisted of 46-secondary students at the
tenth grade level, who conducted the learning activities in the form of the 5E-Inquiry
Model study called controlling student group.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
169
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
4.3 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
students’ learning achievements of their posttest outcomes and their creative thinking
abilities to their perceptions toward their physics classroom environments with simple
and multiple correlations, standardized regression weight abilities and the coefficient
predictive determinant value (R2) were analyzed.
5. Results
The focused on comparisons of the instructional management between STEM education
method and the 5E-inquiry model for developing students’ creative thinking abilities
and their attitudes toward physics on Momentum and Collision Issue of secondary
students at the 10th grade level in physics classes. 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
towards physics were associated. Using the STEM Education and the 5E-Inquiry Model
instructional innovation’s lesson plans and were managed the instructional activities,
the Learning Achievement Test (LAT) were designed; students’ creative thinking abilities
were fostered with the 24-item Creative Thinking Ability Test (CTAT). Statistically
significant were analyzed with the Simple and Multiple Correlations, Standardized
Regression Weight Validity β , and Coefficient Determinant Predictive Value (R2) were
associated. This result is intended to follow as the research objectives in this section:
5.1 The Effectiveness of the Innovative Instructional Lesson Plans
5.1.1 The Effectiveness of the Innovative Instructional Lesson Plan for the STEM
Education Method
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 environment classes with the processing and performance
resulting effectiveness at 80/80 criteria. Table 1 reports of the effectiveness of the
innovative instructional lesson plans
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
170
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
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)
200
167.4
3.29
83.70
Efficiency Performance Results (E2)
30
25.04
5.25
83.47
Efficiency Type
The Lessoning Effectiveness (E1/E2) = 83.70/83.47
Table 1 shows the result for the effectiveness of the innovative instructional lesson plans
based on the model of learning management for the STEM Education Method.
Effectiveness of lessons during the learning process (E1) reveals of 83.70 and the
performance effectiveness (E2) indicate that of 83.47, so the lessoning effectiveness
(E1/E2) evidences of 83.70/83.47 over the threshold setting is 80/80.
5.1.2 The Effectiveness of the Innovative Instructional Lesson Plan for the ȃ5EInquiry ModelȄ
To analyze the effectiveness of the innovative instructional lesson plans based on the
model of learning management in the 5E-Inquiry Model of secondary students at the
10th grade level in physics environment classes with the processing and performance
resulting effectiveness at 80/80 criteria. Table 2 reports of the effectiveness of the
innovative instructional lesson plans
Table 2: Score Total, Mean, Standard Deviation, and Percentage for the
Effectiveness Innovative Instructional Lesson Plans for the 5E-Inquiry Model
Total Score
x
S.D.
Percentage
Efficiency Performance Processes (E1)
120
96.00
3.12
80.00
Efficiency Performance Results (E2)
30
24.17
2.80
80.58
Efficiency Type
The Lessoning Effectiveness (E1/E2) = 80.00/80.58
Table 2 shows the result for the effectiveness of the innovative instructional lesson plans
based on the model of learning management in the 5E-Inquiry Model. Effectiveness of
lessons during the learning process (E1) reveals of 80.00 and the performance
effectiveness (E2) indicate that of 80.58, so the lessoning effectiveness (E1/E2) evidences
of 80.00/80.58 none the threshold setting is 80/80.
5.2 Validations of the LAT, CTAT and TOSRA
5.2.1 Validation of the Learning Achievement Test (LAT)
The 30-item Learning Achievement Test (LAT) was designed to assess students’
achievements of their pretest and posttest, the LAT evaluation form submitted to
professional experts to determine the appropriateness of content, language, idioms, and
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
171
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
content validity analysis by finding the consistency index between the test and the
learning object with the Index of Item and Objective Congruence (IOC); The LAT was
analyzed for the quality of the individual, the difficulty (P), and the discriminative
power (B). Using the Brennan method was used to select the items with a Difficulty (P)
ranging from 0.20 - 1.00 and the discriminative power of items ranging from 0.20 to
. , there were
items were used for students’ learning achievements of their pretest
and posttest designs.
5.2.2 Validation of the Creative Thinking Ability Test (CTAT)
Table reveals of students’ perceptions of their creative thinking abilities with the item Creative Thinking Ability Test (CTAT) in 4 scales, namely Fluency Thinking,
Flexibility Thinking, Originality Thinking, and Elaboration Thinking scales.
Table 3: Scale means’ score, means, standard deviations, scale internal consistency
(Cronbach Alpha Reliability), and discriminant validity for the CTAT
Scale
Mean
(30)
Average
mean (5)
Standard
deviation
Cronbach alpha
reliability
Discriminant
validity
Originality Thinking
Flexibility Thinking
Fluency Thinking
Elaboration Thinking
19.80
21.06
19.62
20.46
3.30
3.51
3.27
3.41
0.75
0.70
0.77
0.83
0.64
0.67
0.65
0.67
0.66
0.65
0.66
0.64
Average Total
20.22
3.37
0.76
0.88
As reported in Table 3, the discriminant validity coefficients (the mean correlation of a
scale with the other scales of students’ creative thinking abilities ranged from . to
0.67. These figures suggest that the scales of the CTAT measure distinct although
somewhat overlapping aspects of the creative thinking abilities.
5.2.3 Validation of the Test of Physics-Related Attitude (TOPRA)
The TOPRA questionnaire was selected to use with the aim of investigating any
possible relationships with the instructional management between STEM education
method and the 5E-inquiry model for developing students’ creative thinking abilities
and their attitudes toward physics. The TOARA consists of eight scales. The internal
consistency (Cronbach alpha coefficient) was obtained for the sample in this present
study as indices of scale reliability is 0.79.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
172
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
5.3 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 the STEM Education Method of secondary students at the 10 th
grade level in physics classes with the 30-item pretest and posttest Learning Achievement
Test (LAT) was assessed.
Table 4: Average Mean, Standard Deviation,
Mean Difference for the LAT of the STEM Education
Total score
Assessing
Test
( x =30)
Standard
Deviation
Pretest
15.36
3.32
Posttest
25.04
6.56
N=
, *ρ < .
, **ρ < .
Mean Diff.
t-Value
ANOVA
(eta2)
9.68
17.21***
0.87***
, ***ρ < .
Table 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 LAT outcomes. The average mean scores of pretest of
15.36 and posttest revealed as 25.04. In most case, the standard deviation for the pretest
as 3.32 and for the posttest as 6.56, and the mean difference between pre-tests and posttests of 9.68 were compared. It also provides support the learning management in the
STEM Education Method that teacher needed to take differences into consideration
when planning and designing physics curriculum in the physics class were assessed
with the independent t-test and ANOVA (eta2) significantly (ρ < .
).
5.4 Comparisons between Students’ Learning Achievements of their Pretest and
Posttest Assessments with the Innovative Instructional 5E-Inquiry Model
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 the 5E-Inquiry Model of secondary students at the 10th grade
level in physics classes with the 30-item pretest and posttest Learning Achievement Test
(LAT) was assessed.
Table 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 LAT outcomes. The average mean scores of
pretest of 17.28 and posttest revealed as 24.17. In most case, the standard deviation for
the pretest and posttest as 2.83 similarly, and the mean difference between pre-tests and
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
173
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
post-tests of 6.89 were compared. It also provides support the learning management in
the 5E-Inquiry Model that teacher needed to take differences into consideration when
planning and designing physics curriculum in the physics class were assessed with the
independent t-test and ANOVA (eta2) significantly (ρ< .
).
Table 5: Average Mean, Standard Deviation, Mean Difference for the
LAT of the STEM Education
Assessing
Test
Total score
( x =30)
Standard
Deviation
Pretest
17.28
2.83
Posttest
24.17
2.83
N=
, *ρ < .
, **ρ < .
Mean
Diff.
t-Value
ANOVA
(eta2)
6.89
18.72***
0.57***
, ***ρ < .
5.5 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 the 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 relatively 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
174
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
Table 6: “ssociations between Students’ Posttest “chievements for the L“T and
their CTAT in Term of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β of the STEM Education Method
Variables
Mean
S.D.
(x)
Posttest
Assessment
(LAT)
The CTAT
Originality
Thinking
Flexibility
Thinking
Fluency
Thinking
Elaboration
Thinking
N=
, *ρ < .
4.17
Simple
Correlation
(r)
Standardized
Regression
Validity β
Multiple
Correlation
(R)
0.55
0.6841**
0.20*
0.20*
0.17
0.67***
0.62***
4.54
0.20
0.31**
0.30**
4.57
0.18
0.42**
0.42**
4.58
0.19
4.54
, **ρ < .
Efficiency
Predictive
Value (R2)
, ***ρ < .
0.4681**
.
Table 6 shows the correlations between posttest assessment (LAT) and towards physics.
The CTAT 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 0.6841 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
class. The coefficient of determination, denoted R2 and pronounced "R squared", is a
number that indicates the proportion of the variance in the dependent variable (LAT)
that is predictable from the independent variable (CTAT), significantly (ρ< . ).
5.6 Associations between Students’ Learning Achievements of their Posttest
Assessment and their Creative Thinking Abilities with the Innovative 5E-Inquiry
Model
Similarity, 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 5E-Inquiry Model in physics to determine their
relationship with students’ perceptions of their creative thinking abilities. The
correlation identified significant relatively in students’ learning achievements and their
perceptions according to achievements made. 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 7.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
175
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
Table 7: “ssociations between Students’ Posttest “chievements for the L“T and
their CTAT in Term of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β of the E-Inquiry Model
Variables
Posttest
Assessment
(LAT)
The CTAT
Originality
Thinking
Flexibility
Thinking
Fluency
Thinking
Elaboration
Thinking
N=
, *ρ < .
Mean
(x)
4.03
S.D.
Simple
Correlation
(r)
Standardized
Regression
Validity β
Efficiency
Predictive
Value (R2)
0.6445*
0.4154*
0.47
0.24*
0.20*
0.42
0.28**
0.21*
3.84
0.37
0.19*
0.15*
3.90
0.34
0.26**
0.23**
4.05
0.28
3.82
, **ρ < .
Multiple
Correlation
(R)
, ***ρ < .
.
Table 7 reveals the correlations between the posttest assessments (LAT) towards
physics. The CTAT among four scales were relative significantly, when using a simple
correlation analysis r and standardized regression validity β . The multiple
correlations (R) was 0.6445 and the predictive efficiency determinant (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
class, significantly (ρ< 0.05).
5.7 Associations between Students’ Learning Achievements of their Posttest
Assessment and their Attitudes towards Physics with the Innovative STEM
Education Instructional Method
The potential for students’ learning achievements of their posttest assessment to their
perceptions of their Test Of Physics-Related Attitude (TOPRA) with the innovative
instructional lesson plans based on the model of learning management in the STEM
Education Method in physics, other student, teacher and classroom qualities were
explored to determine their relationship with students’ perceptions of their attitudes
towards physics. Correlation’s studies identified significant relatively in students’
learning achievements and their perceptions according to achievements were assessed.
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 8.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
176
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
Table 8: “ssociations between Students’ Posttest “chievements for the LAT and
their TOPRA in Term of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β of the STEM Education Method
Variables
Mean
(x)
S.D.
Posttest
Assessment
(LAT)
4.17
0.55
TOSRA
4.42
0.24
N=
, *ρ < .
, **ρ < .
Simple
Correlation
(r)
Standardized
Regression
Validity β
Multiple
Correlation
(R)
Efficiency
Predictive
Value (R2)
0.25**
0.25**
0.7073**
0.5003*
, ***ρ < .
Table shows the correlations between students’ learning outcomes of their posttest
assessment (LAT) and their attitudes toward physics with the TOPRA were relative
significantly, when using a simple correlation analysis (r) and standardized regression
validity β . The multiple correlations R were .
and the predictive efficiency R2)
value indicated that % of the variances in students’ attitudes towards physics to their
physics classes were attributable to their post learning achievement. The coefficient of
determination is a number that indicates the proportion of the variance in the
dependent variable (LAT) that is predictable from the independent variable (TOPRA),
significantly (ρ< . ).
5.8 Associations between Students’ Learning Achievements of their Posttest
Assessment and their Attitudes towards physics with the Innovative 5E-Inquiry
Model
Similarity, the potential for students’ learning achievements of their posttest assessment
to their perceptions of their attitudes towards physics with the innovative instructional
lesson plans based on the 5E-Inquiry Model with students’ perceptions were assessed.
Table reports the correlation identified significant relatively in students’ learning
achievements and their perceptions according to achievements. 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 9.
Table 9 reveals the correlations between the posttest assessments (LAT) towards
physics. The TOPRA among eight items were relative significantly, when using a
simple correlation analysis r and standardized regression validity β . The multiple
correlations (R) was 0.6037 and the predictive efficiency determinant (R2) value
indicated that
% of the variances in students’ attitudes towards physics to their
physics classes were attributable to their post learning achievement in their physics
class, significantly (ρ< . 5).
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
177
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
Table 9: “ssociations between Students’ Posttest “chievements for the L“T and
their TOPRA in Term of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β in Terms of the E-Inquiry Model
Mean
Variables
S.D.
(x)
Posttest
Assessment
(LAT)
4.03
0.47
TOSRA
4.15
0.29
, *ρ < .
N=
, **ρ < .
Simple
Correlation
(r)
Standardized
Regression
Validity β
Multiple
Correlation
(R)
Efficiency
Predictive
Value (R2)
0.20*
0.20*
0.6037*
0.3645*
, ***ρ < .
5.9 Associations between Students’ Perceptions of their Creative Thinking Abilities
and their Attitudes towards Physics with the Innovative STEM Education
Instructional Method
The potential for students’ perceptions of their creative thinking abilities (CTAT) and
their attitudes towards physics (TOPRA) with the innovative instructional lesson plans
based on the model of learning management in the STEM Education Method in physics,
other student, teacher and classroom qualities were explored to determine their
relationship with students’ perceptions of their attitudes towards physics. Correlation’s
studies identified significant relatively in students’ perceptions of their CT“T and their
TOPRA were assessed. 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 10.
Table 10: “ssociations between Students’ Perceptions of their Creative Thinking Abilities
(CTAT) and their Attitudes towards Physics (TOPRA) in Term of Simple Correlation (r),
Multiple Correlations R and Standardized Regression Coefficient β of
the STEM Education Method
Variables
Mean
(x)
S.D.
CTAT
3.37
0.76
TOSRA
4.42
0.24
N=
, *ρ < .
, **ρ < .
Simple
Correlation (r)
Standardized
Regression Validity
β
Multiple
Correlation (R)
0.55***
0.53***
0.8172***
Efficiency
Predictive
Value (R2)
0.6678***
, ***ρ < .
Table
shows the correlations between students’ perceptions of their creative thinking
abilities (CTAT) and their attitudes towards physics (TOPRA were relative significantly,
when using a simple correlation analysis r and standardized regression validity β .
The multiple correlations (R) were 0.8173 and the predictive efficiency (R2) value
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
178
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
indicated that 67% of the variances in students’ attitudes towards physics to their
physics classes were attributable to their post learning achievement, significantly (ρ<
0.001).
5.10 Associations between Students’ Perceptions of their Creative Thinking Abilities
and their Attitudes towards Physics with the Innovative 5E-Inquiry Model
Similarity, the potential for students’ perceptions of their creative thinking abilities
(CTAT) and their attitudes towards physics (TOPRA) with the innovative instructional
lesson plans based on the 5E-Inquiry Model with students’ perceptions were assessed.
Table
reports the correlation identified significant relatively in students’ learning
achievements and their perceptions according to achievements. 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 11.
Table 11: “ssociations between Students’ Perceptions of their Creative Thinking “bilities
(CTAT) and their Attitudes towards Physics (TOPRA) in Term of Simple Correlation (r),
Multiple Correlations (R) and Standardized Regression Coefficient β in
Terms of the 5E-Inquiry Model
Variables
Mean
(x)
S.D.
CTAT
3.27
0.77
TOSRA
4.15
0.29
N=
, *ρ < .
, **ρ < .
Simple
Correlation
(r)
Standardized
Regression
Validity β
Multiple
Correlation
(R)
Efficiency
Predictive
Value (R2)
0.18*
0.17*
0.5104*
0.2605*
, ***ρ < .
Table
reports the correlations between students’ perceptions of their creative
thinking abilities (CTAT) and their attitudes towards physics (TOPRA) among eight
items were relative significantly, when using a simple correlation analysis (r) and
standardized regression validity β . The multiple correlations R was .
and the
2
predictive efficiency determinant (R ) value indicated that 26% of the variances in
students’ attitudes towards physics to their physics classes were attributable in their
physics class, significantly (ρ< . 5).
6. Conclusions
This paper reports of the comparisons of the instructional management between STEM
education method and the 5E-inquiry model for developing students’ attitudes towards
physics and their attitudes toward physics on momentum and collision issue of
secondary students at the 10th grade level in physics classes. The purposes of this
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
179
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
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 that following as the Basic Education Core Curriculum 2008
under the Office of the Basic Education Commission (OBEC) and the National
Economic and Social Development Plan of the Ministry of Education of Thailand.
Selecting the learning standards and indicators prescribed in this document will enable
agencies concerned at all levels to clearly visualize expected learning outcomes
throughout the entire course of this study with the Science Learning Core in the context
of physics contents, they are obtained at the Strand 4: Forces and Motion Standard
SC4.1 and Standard SC4.2 and focused on the Strand 4: Forces and Motion Standard
SC4.1 onto Momentum and Collision Issue with the instructional management between
STEM education method and the 5E-inquiry model were instructional designs for
secondary students at the 10th grade level were designed.
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, to
associate between students’ post learning achievements 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 5EInquiry Model; respectively from Sarakhampittayakom School under the Secondary
Educational Service Area 26, Mahasarakham in Thailand with the Purposive Random
Sampling technique was randomized.
In this research study, the instructional learning was designed with the Science,
Technology, Engineering and Mathematics (STEM, previously SMET) are a term that refers
to the academic disciplines of science, technology, engineering and mathematics. The
term is typically used when addressing education policy and curriculum choices to
improve competitiveness in science and technology development. It has implications
for workforce development, national security concerns and immigration policy. The 5EInquiry Learning Method is an instructional model based on the constructivist
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
180
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
approach to learning, which says that learners build or construct new ideas on top of
their old ideas. The 5E-Inquiry Learning Method can be used with students of all ages,
including adults. Each of the 5E-Inquiry Learning Method describes a phase of learning,
and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and
Evaluate. The 5E-Inquiry Learning Method allows students and teachers to experience
common activities, to use and build on prior knowledge and experience, to construct
meaning, and to continually assess their understanding of a concept. In this research
study, using the instructional management between STEM education method and the
5E-inquiry model for developing students’ learning achievements and developing these
instructional models to creative thinking abilities and their attitudes toward physics on
momentum and collision issue of secondary students at the 10th grade level in physics
classes were designed with the processing and performance resulting effective
standardized criteria at the level of 80/80. The innovative instructional lesson plans
based on the model of learning management for the STEM Education Method.
Effectiveness of lessons during the learning process (E1) reveals of 83.70 and the
performance effectiveness (E2) indicate that of 83.47, so the lessoning effectiveness
(E1/E2) evidences of 83.70/83.47 and evidences of 80.00/80.58 none the threshold setting
is 80/80 for the 5E-Inquiry Model.
Research instruments were used with the 30-item Learning Achievement Test
(LAT) with a 4-multiple choice and students’ learning outcomes of their pre and
posttest design with the Learning Achievement Test (LAT) were assessed of their learning
outcomes. The 24-item Creative Thinking Ability Test (CTAT), the original version of the
original of the Guilford’s intelligence work was adapted to assess students’ perceptions
of their creative thinking abilities in 4 scales, namely Fluency Thinking; Flexibility
Thinking; Originality Thinking; and Elaboration Thinking were built. Each scale consists of
6 items and the five response alternatives are: Almost Never, Seldom, Sometimes, Often
and Very Often. The Test Of Physics-Related Attitude (TOPRA) was to explore the
psychometric attitudes of the Test of Science-Related Attitude (TOSRA) to adapt to the
Thai version of the Test Of Physics-Related Attitude (TOPRA) that it obtained of 8 items.
These instruments are validated and reliability for using the future in this research
study.
The sample size was separated into two groups. The experimental student group
was a total of 50-secondary students and the controlling student group consisted of 46secondary students at the tenth grade level, who conducted the learning activities in the
form of the STEM Education Method and the 5E-Inquiry Model, respectively. 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.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
181
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
Statistically significant was differentiated data to compare with the independent
variable t-test and ANOVA results (eta2 . “ssociations between students’ learning
achievements of their posttest outcomes and their creative thinking abilities to their
perceptions toward their physics classroom environments with simple and multiple
correlations, standardized regression weight abilities and the coefficient predictive
determinant value (R2) were analyzed.
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 the STEM Education Method and the 5E-Inquiry Model of
secondary students at the 10th grade level in physics classes with the 30-item pretest and
posttest Learning Achievement Test (LAT) was assessed. It also provides support the
learning management in the STEM Education Method that teacher needed to take
differences into consideration when planning and designing physics curriculum in the
physics class were assessed with the independent t-test and ANOVA (eta2) significantly
(ρ< .
).
“ssociations between students’ learning achievements of their posttest
assessment and their creative thinking abilities with the innovative STEM education
instructional method and the 5E-Inquiry Model were assessed. The multiple
correlations (R) was 0.6841 and the predictive efficiency (R2) value indicated that 47% of
the variances in students’ creative thinking abilities to their physics classes were
attributable to their post learning achievement in their physics class. The coefficient of
determination, denoted R2 and pronounced "R squared", is a number that indicates the
proportion of the variance in the dependent variable (LAT) that is predictable from the
independent variable (CTAT), significantly (ρ< . ) for the STEM Education method
learning outcomes. The multiple correlations (R) was 0.6445 and the predictive
efficiency determinant (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 class, significantly (ρ< . 5) for the 5-E Inquiry Model of
students’ learning outcomes.
“ssociations between students’ learning achievements of their posttest
assessment and their attitudes with the TOPRA towards physics with the innovative
STEM education instructional method and the 5-E Inquiry Model were assessed. The
multiple correlations (R) were 0.7073 and the predictive efficiency (R2) value indicated
that 50% of the variances in students’ attitudes towards physics to their physics classes
were attributable to their post learning achievement. The coefficient of determination is
a number that indicates the proportion of the variance in the dependent variable (LAT)
that is predictable from the independent variable (TOPRA), significantly (ρ< . ) for
the STEM Education method learning outcomes. The multiple correlations (R) was
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
182
Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
0.6037 and the predictive efficiency determinant (R2) value indicated that 36% of the
variances in students’ attitudes towards physics to their physics classes were
attributable to their post learning achievement in their physics class, significantly (ρ<
0.05) for the 5-E Inquiry Model of students’ students’ performances were associated.
Associations between students’ perceptions of their creative thinking abilities
and their attitudes towards physics with the innovative STEM education instructional
method and the 5-E Inquiry Model were predicted. The multiple correlations (R) were
0.8173 and the predictive efficiency (R2) value indicated that 67% of the variances in
students’ attitudes towards physics to their physics classes were attributable to their
creative thinking abilities, significantly (ρ< .
) for the STEM Education method of
students’ performances. The multiple correlations R was .
and the predictive
efficiency determinant (R2 value indicated that
% of the variances in students’
attitudes towards physics to their physics classes were attributable in their physics
class, significantly (ρ< . 5) for the 5-E Inquiry Model students’ responses.
7. Discussions
There are several ways to check the quality of teaching innovation. One way is to find
the efficiency of teaching innovation based on the E1/E2 criteria set. If the innovation of
teaching plan is effective when the learner has performed various steps of the high
quality is checked. The innovation is complete all whole of steps. The average
percentage score obtained from the whole group's learning process is close to the
average score obtained from the post-test. It should not have a value difference of more
than 5%, generally. In this recent study, the innovative instructional lesson plans based
on the model of learning management for the STEM Education Method. Effectiveness of
lessons during the learning process (E1) reveals of 83.70 and the performance
effectiveness (E2) indicate that of 83.47, so the lessoning effectiveness (E1/E2) evidences
of 83.70/83.47 and evidences of 80.00/80.58 none the threshold setting is 80/80 for the 5EInquiry Model. The results shows the finding of the E1/E2 indicates that of less than a
value difference of 5% from the set of standardized criteria of 80/80, significantly.
In previous sets of notes in this series research team analyzed a pretest-posttest,
two-group, quasi-experimental design using blocking, matching, and analysis of
covariance procedures. Those procedures were used to analyze the differences in
posttest scores after any pretest score differences were "held constant." The interaction
is a comparison of the differences between the posttest and pretest scores in each
treatment group. In this set of notes, we will take a different approach and look at
the change from the pretest and posttest scores. The data that we displayed in the
analysis of covariance notes are redisplayed here using the pretest and posttest means
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
within each treatment condition. The 30-item Learning Achievement Test (LAT)
question of interest is whether the improvement in scores from pretest to posttest is
greater for the experimental group with the learning activities of the STEM Education
method indicated that higher than mean scores of the learning activities of the 5E
Inquiry Model for the control group in physics classes. It also provides support the
learning management in the STEM Education Method that teacher needed to take
differences into consideration when planning and designing physics curriculum in the
physics class were assessed with the independent t-test and ANOVA (eta2) significantly
(ρ< .
) from the 5E-Inquiry Learning Model, significantly.
The main purposes of this article are to outline a convenient questionnaire
designed to assess students’ learning achievements of their posttest outcomes and their
perceptions of their creative thinking abilities to their attitudes towards physics. The
article describes various forms of the 30-item Learning Achievement Test (LAT) were
assessed of their learning outcomes. The 24-item Creative Thinking Ability Test (CTAT),
and the 8-item Test Of Physics-Related Attitude (TOPRA). These instruments are validated
and reliability for using the future in this research study and report its use in this
research; and examines associations between students’ learning of their posttest
outcomes and their perceptions of their creative thinking abilities to their attitudes
towards physics, as assessed by the LAT, CTAT, and student attitude with the TOPRA.
This study has confirmed the reliability and validity of the research instruments; the
LAT, CTAT, and TOPRA when used in physics classes.
“ssociations between students’ learning achievements of their posttest
assessment and their creative thinking abilities with the innovative STEM education
instructional method and the 5E-Inquiry Model were assessed. The R2 coefficient
determinant values indicated that % and % of the variances in students’ creative
thinking abilities to their physics classes were attributable to their post learning
achievement, respectively. Students’ learning achievements of their posttest assessment
and their attitudes with the TOPRA towards physics with the innovative STEM
education instructional method and the 5-E Inquiry Model, the R2 coefficient
determinant values indicated that 50% and 36% of the variances were assessed in
students’ attitudes towards physics to their physics classes were attributable to their
post learning achievement. The relationships between students’ perceptions of their
creative thinking abilities and their attitudes towards physics with the innovative STEM
education instructional method and the 5-E Inquiry Model were predicted, the
predictive efficiency (R2) values indicated that 67% and 26% of the variances in
students’ attitudes towards physics to their physics classes were attributable to their
creative thinking abilities with their attitudes towards physics, significantly (ρ< .
).
This result confirms that STEM Education is an educational approach that integrates
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Adisorn Banhan, Toansakul Santiboon, Thanawat Somtua
COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
knowledge from four fields: Science, Technology, Engineering, and Mathematics. This
unified approach leads to the development of new processes or products that are useful
in everyday life and work. To know more about STEM education in Thailand, STEM
Education is an educational approach that integrates knowledge from four fields:
Science, Technology, Engineering, and Mathematics. Teaching STEM in primary and
secondary education can help students become interested in STEM careers and build a
nation’s STEM-educated workforce that can be used to meet the demands of business
and industry in a complex and technology-driven economy. In terms of the 5E-Inquiry
Learning Model that it has been popular for learning management in Thailand, a
current model must be amended to maintain its value after new information, insights,
and knowledge have been gathered. Such is now the case with the highly successful 5E
learning cycle and instructional model. But rather to ensure instructors do not omit
crucial elements for learning from their lessons while under the incorrect assumption
they are meeting the requirements of the learning cycle (Enhancing Education, 2002).
The 21st century partnership for STEM Education (21PSTEM) is an independent,
nonprofit research and action organization dedicated to identifying and implementing
ways to transform education to empower learners and improve lives. By working of
nearly 40 collegiate, nonprofit and for-profit partners, 21PSTEM develops and manages
both large and small scale projects where diverse and varied expertise can be utilized in
a collaborative environment to maximize program effectiveness and efficacy (The 21st
Century Partnership for STEM Education, 2016). These comparisons of the instructional
management between STEM education method and the 5E-inquiry model for
developing students’ attitudes towards physics and their attitudes toward physics on
momentum and collision issue of secondary students at the 10th grade level in physics
classes are provided, significantly.
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COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
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COMPARISONS OF THE INSTRUCTIONAL MANAGEMENT BETWEEN STEM EDUCATION METHOD AND
THE 5E-INQUIRY MODEL FOR DEVELOPING STUDENTS’ CRE“TIVE THINKING “”ILITIES “ND THEIR
ATTITUDES TOWARD PHYSICS ON MOMENTUM AND COLLISION ISSUE OF SECONDARY STUDENTS AT
THE 10th GRADE LEVEL IN PHYSICS CLASSES
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