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.556467
ENCOURAGEMENT OF STUDENTS’ LEARNING ACHIEVEMENTS
AND THEIR ATTITUDES TOWARDS SCIENCE THROUGH
THE STEM EDUCATION INSTRUCTIONAL METHOD
IN SCIENCE CLASS AT THE 9TH GRADE LEVEL
Siriporn A. Sasuk1,
Nukun Kudthalang2i,
Wandee Rakrai3
Department of Science Education, Faculty of Education
Rajabhat Maha Sarakham University,
Maha Sarakham, Thailand 44000
2,3Department of Physics, Faculty of Science and Technology
Rajabhat Maha Sarakham University,
Maha Sarakham, Thailand 44000
1
Abstract:
To investigate the encouragement of students’ learning achievements and their
attitudes towards science through the STEM education instructional method in science
classes at the 9th grade level was to develop learning management with the STEM
education instructional method on Electrical Circuit Connection and Ohm’s Law Issue in
science class of secondary students at the 9th grade level to be effective process and
result E /E
according to criteria effectiveness of
/ , students’ learning
achievements of their posttest assessment of their attitudes towards science and the 75percent criterion with the STEM Education instructional method were compared, which
were the main of research objectives with a sample of 35 secondary students in
Watsratong Municipal School under Roi-Et Municipality Province in the second
semester of the academic year 2016 with the purposive sampling technique were
selected. Using the Innovative Instructional Lesson Plan (IILP) through the STEM
education instructional method obtained at the Strand 8: Nature of Science and
Technology, Standard SC . : Electric and Electronics was administered. Students’
learning achievements were assessed with the 30-item Learning Achievement Test (LAT)
that it had the discriminative value ranged from 0.60 to 1.00, with a 0.88 confidence
interval. Students’ perceptions of their attitudes toward science were assessed with the
Test Of Scène-Related Attitude (TOSRA) that obtained of 8 items and the Cronbach
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
521
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
alpha reliability of the TOSRA was 0.82. The results of these findings have found that:
The E1/E2 efficiency was 77.55/76.19, which is higher than the standard set of 75/75
performance criteria. Comparisons between students’ learning achievements of their
post LAT and the 75-percent criterion was 76.19% ( X = 22.85, S .D. = 2.01) and the mean
scores of LAT and the 75-percent was differentiated at . levels, significantly. Students’
perceptions of their attitudes towards science with the TOSRA indicated that a highest
level ( X = 4.51, S .D. = .
and associations between students’ learning achievements
and their attitudes toward science revealed that are positive relatively, significantly.
Keywords: encouragement, students’ learning achievements, science attitudes, stem
education, instructional method, science class
1. Introduction
Assessment itself is not value- free and many of the assessment processes that are used
in schools actually support ways of assessing understanding that students do
(Hildebrand, 1996). Especially in subjects such as Science fields of knowledge can be
distorted by generating a catalogue of facts for students to recall and presenting science
as if it is possible to produce absolutely objective truths, pretending that a scientific
method exists when most real scientists are funded by politically driven sources, and
teaching with the expectation that only a super intelligent elite can ever understand
science’s concepts Kellaghan & Greaney, 1996). Monitoring learning achievement
means assessing the knowledge, skills, and attitudes/ values students have gained.
Testing the success and validity of didactic programs at the pre-college and college
levels is an important and promising line of research in science education. Through the
comparison between pre-test and post-test performances, we can detect learning
achievements of students after the didactic interventions, by specifically measuring
students’ knowledge acquisition, possible changes in their attitude, as well as the
degree of correction of previous misinformation (Ingram & Nelson, 2006; Murray et al.,
1996). Such an approach is particularly needed when new and original educational
projects – in particular when implying extracurricular scientific subjects and novel
teaching strategies – are to be promoted (Falchetti, 2012; Quitadamo et al., 2008; Ryu &
Sandoval, 2012; Smith & Reiser, 2005).
Student encouragement, described as the tendency to be behaviorally,
emotionally, and cognitively involved in academic activities, is a key construct in
encouragement research (Thijs & Verkuyten, 2009). Consequently, compared to less
engaged peers, encouraged students demonstrate more effort, experience more positive
emotions and pay more attention in the classroom (Fredricks, Blumenfeld, & Paris,
2004). Further, encouragement has also been associated with positive student outcomes,
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
including higher grades and decreased dropouts (Connell, Spencer, & Aber, 1994).
Teachers play a vital role in their students’ encouragement Hill & Rowe,
.
“lthough much is intrinsic to the student, research has found that teacher’s play a vital
role on their students’ encouragement. Specifically, Martin
found that a teacher’s
enjoyment and confidence in teaching, pedagogical efficacy, and affective orientations
in the classroom have a positive impact on students’ encouragement of their learning
achievements. Teacher creates educational experiences for students that are challenging
and enriching and that extend their academic abilities. Easy learning activities and
assignments are not as effective at engaging students as activities and assignments that
challenge them. When students are reflecting, questioning, conjecturing, evaluating,
and making connections between ideas, they are encouraged. Teachers must create rich
educational experiences that challenge students’ ideas and stretch them as far as they
can go (Zepke & Leach, 2010). Keeping up with the educational research through
involvement in professional development activities is a key for teachers to remain
current in the field using effective, research-based strategies, and techniques. Teacher
who as research team was designed the enjoyment and confidence in teaching have
been shown to positively impact their affective orientation towards their students;
resulting in increased students’ encouragement of their learning achievements and have
found that students who believe their teacher is caring also believe they learn more.
Further, positive relationships with teachers predict enhanced social, cognitive, and
language development in younger children to encourage of students’ learning
achievements in science class with the STEM education instructional method was
designed of their learning activities.
The investigation of students’ attitudes towards studying science has been a
substantive feature of the work of the science education research community for the
past 30–40 years. Its current importance is emphasized by the now mounting evidence
of a decline in the interest of young people in pursuing scientific careers (Department
for Education 1994). Consequently, the promotion of favourable attitudes towards
science, scientists and learning science, which has always been a component of science
education, is increasingly a matter of concern. However, the concept of an attitude
towards science is somewhat nebulous, often poorly articulated and not well
understood. This research study offers, therefore, a review of current knowledge about
attitudes towards science, what influences there are on their formation, and their impact
on subject choice. Using the short version of the Test of Science Related Attitudes (TOSRA)
(Fraser, 1981; Santiboon and Fisher, 2005) 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
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
523
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
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 classroom-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 science and science related physics content issues, because of participating in
physics classes with the instructional management between STEM education method
were associated.
Focused on Science, Technology, Engineering and Mathematics or STEM is vital
for manpower development and technology and innovation enhancement, which can
elevate economic status of Thailand from middle income group to higher level. Thus,
encouraging young generation to pay attention on STEM is considered very essential.
STEM education is a learning approach focusing on an integration of science,
technology, engineering, and mathematics knowledge. It emphasizes real life problem
solving with an aim to enhance students’ experience, skill, creativity, and preparedness
to apply scientific, mathematical, and technological know-how, which leads to
innovative development in the future. Its teaching styles are fun and beneficial for
future career. STEM education helps develop manpower with problem solving skill,
creativity, and ability to invent innovation. Therefore, it is the key foundation of
innovative skill development and important mechanics of national economic
enhancement. It can also contribute to knowledge linkage between work and life (The
Promotion of Teaching Science and Technology (IPST) (2016).
Schools do not have enough science classroom/labs. For some strange reason the
number of science rooms is typically based on an enrollment that almost never
incorporates an adequate number of science rooms. One problem is that most of the
current science classroom/labs are too small. One thing science teachers can do is to
clean up and organize the science materials already in the science room and science
storerooms. Free up space by clearing out the shelves and drawers of items that can be
collected from students each year such as plastic jugs, toilet paper rolls, etc. Another
thing would be to schedule an appointment with principal for a tour of a science room
and science storerooms. Well-designed science learning spaces must include enough
room to perform laboratory experiments, investigations, and sense making, but they
also must include enough room to safely store all of the laboratory equipment and
consumables, as "Form must follow function. The design of the science facilities can either
enhance or impede effective science instruction." (Johnson, 2014).
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
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
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). In terms of the Learning Standards and
Indicators in 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 in the Strand 8: Nature of Science and Technology, SC8.1
was selected in this research study that composed on was selected on Electrical Circuit
and Ohm's Law Issue with the instructional management between STEM education
method was instructional design for secondary students at the 9th grade level.
This research 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. 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. As a result, students
learning achievement with the instructional management between STEM education
method is designed of the innovative lesson plan. Thus, the model of STEM Education
teaching and learning was integrated into the model of science experiment of the upper
secondary students at the 9th grade level at Watsratong Municipal School under Roi-Et
Municipality, and Ministry of the Interior in Thailand is the context of research
limitation in this study.
2. Methodology
The processes of รห research methodology, which instruction is improved through the
analysis of learning needs and systematic development of learning experiences; the
instructional designers often use technology and multimedia as tools to enhance
instruction. It is designed to provide information about instructional design principles
and how they relate to teaching and learning. Instructional design or instructional
systems design that is the analysis of learning needs and systematic development of
instruction was created. The effective instructional designers are also familiar with a
wide range of educational technology that can be used for delivering learning
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
experiences. Instructional design model provide a method, that if followed will
facilitate the transfer of knowledge, skills and attitude to the learner. Presenting content
in a simple, meaningful way is the art of good instructional design. Researcher team
was increasingly seeing an emphasis on STEM integration in lower secondary science
school classroom such that students would learn and apply relevant math and science
content while simultaneously developing engineering habits of mind. However,
research in both science education and engineering education suggests that this goal of
truly integrating STEM is rife with challenges. To compare between students’ learning
achievements and their attitude toward science were assessed, students’ performances
of their posttest assessment and their criteria standardized value science were
compared. The research methodology was following as:
2.1 Research Aims
1. To develop learning management in the form of the STEM education
instructional method on electrical circuit and Ohm's law issue in science class of
secondary students at the 9th grade level on the efficiency of the process and
results (E1/E2) with the standardized criteria value to be effectiveness at the level
of 75/75.
2. To compare between students’ learning achievements of their posttest
assessment and the standardized level with a 75% threshold using the learning
management through the STEM education instructional method in science class
on electrical circuits and Ohm's law of secondary students at the 9th grade level.
3. To associate between students’ attitudes toward science and the standardized
level with a 75% threshold using the learning management through the STEM
education instructional method in science class on electrical circuits and Ohm's
law of secondary students at the 9th grade level.
2.3 Target Group
The target group consisted of 35 lower secondary students at the 9 th grade level in
science class from Watsratong Municipal School under Roi-Et Municipality, and
Ministry of the Interior in Thailand with the purposive sampling technique.
2.4 Research Instruments
The aims of this research study were to develop the instructional innovation for
encouraging students’ learning achievements and their attitudes towards science
through the STEM education instructional method in science class at the 9 th grade level.
Research team was created the research instruments were assessed students’ learning
achievements and their attitudes toward science that list name research instruments
included as:
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
A. The Instructional Innovative Lesson Plan (IILP)
Selected the Strand 8: Nature of Science and Technology, and SC8.1: was selected in this
research study that composed on was selected on Electrical Circuit and Ohm's Law Issue
with the instructional management STEM education method was instructional design
for secondary students at the 9th grade level. The Instructional Innovative Lesson Plan
(IILP) was obtained of an one main IILP in 7 topics, such as; Identify the problems of
learning management, learning about electrical circuits and Ohm’s law, Ohm’s law,
Electrical Power and Energy, Electrical Circuit, Light emitting diode: LED, planning
and development, and evaluation.
B. The Learning Achievement Test (LAT)
Investigations of curriculum, content, objectives, expected learning outcomes, and
lesson plans were created the Learning Achievement Test L“T were assessed students’
learning achievements of their pretest and posttest designs. The LAT was tried out with
another sample group and proved by the professional experts. The 30-item Leaning
Achievement Test (LAT) on Electrical Circuit and Ohm's Law Issue Projectile was created by
the researcher team of 30 optional items in 4 multiple choice options was assessed.
C. The Test of Science-Related Attitudes (TOSRA)
The original of the Test of Science-Related Attitudes (TOSRA) was assessed 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 and obtained of 70 items
(Fraser, 1981). 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 that it obtained of 21 items (Santiboon & Fisher, 2005) was
assessed students’ perceptions of their attitudes toward science.
2.5 Research Procedures
To encourage of students’ learning achievements and their attitudes towards science
through the STEM education instructional method in science class at the 9 th grade level.
Researcher team had designed in four steps of research procedures that followed as:
Step I: Created the Lesson Plan of the Instructional Innovation with the STEM
Education
The innovative instructional strategies combined with the STEM education was created
and designed on 1 main lesson instructional plan to 5 learning activities in 12 hours.
Identify the problems of learning management, learning about electrical circuits and Ohm’s law,
Ohm’s law, Electrical Power and Energy, Electrical Circuit, Light emitting diode: LED,
planning and development, and evaluation were designed.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
527
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
Step II: the Quality of an Instructional Innovation of the STEM Education was
Checked
Using the instructional innovation with the STEM education was checked by the
advisors and the professional experts with the Index of Item Objective Congruence (IOC).
Researcher team was selected the STEM education that it had the high quality of
appropriability, only.
Step III: Created the Learning Achievement Test (LAT)
Investigations of curriculum, content, objectives, expected learning outcomes, and
lesson plans were created the Learning Achievement Test L“T were assessed students’
learning achievements of their pretest and posttest designs. The LAT was tried out with
another sample group and proved by the professional experts. The 30-item Leaning
Achievement Test L“T on Electrical Circuits and Ohm’s Law Issue was created by the
researcher team of 30 optional items in 4 multiple choice options was assessed.
Step IV: Modified the Test of Science-Related Attitude (TOSRA)
An aim of this study was to explore the psychometric attitudes of the short version of
the Test of Science-Related Attitude (TOSRA) to adapt to the Thai version that it obtained
of 8 items Santiboon and Fisher,
was assessed students’ perceptions of their
attitudes toward science in science class.
2.6 Data Analysis
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. Statistically significant
was differentiated data to compare with the independent variable t-test. Associations
between students’ learning achievements of their posttest outcomes to their attitudes
toward science and the threshold set at 75% with simple and multiple correlations,
standardized regression weight abilities and the coefficient predictive value (R2) were
used.
3. Results
This research study focused on the encouragement of students’ learning achievements
and their attitudes towards science through the STEM education instructional method
in science class at the 9th grade level. Because STEM instruction and outcomes are going
to look different at the secondary level than they do at the collegiate level, and not just
in the expectations and depth of knowledge. The focused on this research study was
assessed students’ critical thinking abilities and their attitudes toward science for
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
528
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
enhancing their learning achievements through the instructional approaching
management with the STEM education instructional method of secondary students at
the 9th grade level in the three main topics that followed as:
3.1 Validity of Research Instruments
A. The IOC Value of the STEM Education Innovative Instructional Lesson Plan
The STEM education innovative instructional lesson plan was created learning plan
offers the counselor to verify the content validity for students’ learning activities,
teaching materials, and evaluation in the learning management plan was corrected as
suggested by the advisors and the 5-professional experts with the were reviewed and
assessed the validity of content, purpose learning with the IOC value (Index of Item
Objective Congruence), the acceptable accuracy must have scoring scale ranged from 0.50
to 1.00. It appears that the research plan developed by the researcher has an average of
4.81, and the total confidence validity value was 0.88; it means as in the most
appropriate the highest quality level.
B. Validations of the Leaning Achievement Test (LAT)
The 30-item Leaning Achievement Test L“T on Electrical Circuits and Ohm’s Law Issue
was created by the researcher team of 30 optional items in 4 multiple choice options was
assessed of student’ learning achievements of their pretest and posttest assessments.
Use the LAT scores to analyze the difficulty (p) and the discriminant power (r), and
select the difficult test ranged from 3.60 to 4.80, evidently. The LAT tests came to the full
confidence level; the total confidence validated value was 0.88.
C. Validity of the Test of Science-Related Attitude (TOSRA)
Internal consistency (Cronbach alpha coefficient) and the mean correlation were
obtained for sample in this present study as indicates of scale reliability for the 8-item
Test of Science-Related Attitude (TOSRA) that it has 5 optional components and the five
response alternatives are: Almost Never, Seldom, Sometimes, Often and Very Often. The
Cronbach alpha reliability indicated was .
and students’ responses of their
perceptions with the TOSRA revealed at a high level ( x = 4.51, S.D. = 0.56).
D. The Effectiveness of the STEM Education Innovative Instructional Lesson Plan
To analyze the effectiveness of the innovative instructional lesson plans based on the
model of learning management in the STEM Education Method of secondary students
at the 10th grade level in physics class with the processing and performance resulting
effectiveness at 75/75 criteria. Table 1 reports of the effectiveness of the innovative
instructional lesson plan.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
529
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
Table 1: Score Total, Mean, Standard Deviation, and Percentage for the Effectiveness Innovative
Instructional Lesson Plans for the STEM Education Method
Efficiency Type
Total Score
Efficiency Performance Processes (E1)
90
30
Efficiency Performance Results (E2)
x
S.D.
Percentage
69.80
22.85
2.77
77.55
2.01
76.19
The Lessoning Effectiveness (E1/E2) = 77.55/76.19
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 77.55 and the
performance effectiveness (E2) indicate that of 76.19, so the lessoning effectiveness
(E1/E2) evidences of 77.55/76.19 over the threshold setting is 75/75.
3.2 Comparisons between Students’ Posttest Learning Achievements and the Criteria
Learning Outcomes at the Level of 75% with the STEM Education Instructional
Method
Students’ learning outcomes of their posttest assessments, the average mean scores of
the LAT with the 30-item Leaning Achievement Test (LAT) was assessed and the criteria
learning outcomes at % were compared. Students’ responses of their scientific process
skill test indicated that an average mean score ( x ) = 22.85, Standard deviation S.D. =
2.01, and Percentage of average score = 76.19. The organizing learning activities in
STEM education with a criterion of 75% threshold were compared. Table 2 reports of
the relationships between students’ scientific process skills and the criterion of 75%
threshold.
Table 2: The Mean, Standard Deviation, Total Score, the Criteria Score of 75%, Mean Different,
and Independent Variable t-test for the STEM Education Method
Students’ Number
35
Total Score
30
Criteria Score 75%
22.50
Mean
S.D.
df
t-test
Sig. (ƿ)
22.85
2.01
34
0.41***
.000***
In Table reported that the comparisons of mean scores on students’ learning outcomes
of their posttest assessments that organizing learning activities in STEM education with
a criterion of 75 percent threshold were compared at the 9th grade level with 75% of the
35 students when analyzing the difference using t-test statistics (One-Way ANOVA), it
was found that the t-test indicated that was 0.41 and statistically significant at the level
of .001, differently.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
530
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
3.3 Comparisons between Students’ Perceptions of their Attitudes toward Science
and the Criteria Learning Outcomes at 75% with the STEM Education Instructional
Method
Using the average means scores of students’ perceptions of their attitudes toward
science with the TOSRA and the criteria learning outcomes at 75% were compared.
Students’ responses of their perceptions of their attitudes toward science indicated that
an average mean score ( x ) = 4.51, Standard deviation S.D. = 0.56. The organizing
learning activities in STEM education with a criterion of 75% threshold were compared.
Table reports of the relationships between students’ perceptions of their attitudes
toward science and the criterion of 75% threshold.
Table 3: The Mean, Standard Deviation, Total Score, the Criteria Score of 75%, Mean Different,
and Independent Variable t-test for the STEM Education Method
Students’ Number
35
Total Score
5.00
Criteria Score 75%
3.75
Mean
S.D.
df
4.51
0.56
34
t-test
1.98***
Sig. (ƿ)
.000***
In Table reported that the comparisons of mean scores on students’ perceptions of
their attitudes toward science with the TOSRA and the criteria learning outcomes at
75% were compared in STEM education with a criterion of 75% threshold were
compared at the 9th grade level with 75% of the 35 students when analyzing the
difference using t-test statistics (One-Way ANOVA), it was found that the t-test
indicated that was 1.98 and statistically significant at the level of .001, differently.
3.4 Associations between Students’ Learning Achievements of their Posttest
Assessment (LAT) and their Perceptions of their Attitudes toward Science with the
TOSRA in the Innovative STEM Education Instructional Method
Given the potential for students’ learning achievements of their posttest assessment to
their scientific process skills with the innovative instructional lesson plans based on the
model of learning management in the STEM Education Method in physics class.
Correlation’s studies identified significant relationships were also considered important
to investigate associations that involved simple correlation and multiple regression
analyses of relationships as a whole reported in Table 4.
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Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
Table 4: “ssociations between Students’ Posttest “chievements for the L“T and their TOSR“ in
Term of Simple Correlation (r), Multiple Correlations (R) and
Standardized Regression Coefficient β)
Variables
Posttest
Assessment
(LAT)
TOSRA
Mean
(x)
S.D.
22.85
2.01
4.51
0.56
N = 33, *ρ < . 5, **ρ < .
Simple
Correlation
(r)
0.45***
Standardized
Regression
Validity β
Multiple
Correlation
(R)
Efficiency
Predictive
Value (R2)
0.61***
0.7812***
0.6102***
, ***ρ < .
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 4 shows the correlations between posttest assessment (LAT)
and towards physics. The TOSRA attitudes toward science were relative significantly,
when using a simple correlation analysis r and standardized regression validity β .
The multiple correlations (R) was 0.7812 and the predictive efficiency (R2) value
indicated that % of the variances in students’ attitudes toward science to their science
class was attributable to their post learning achievement in their science. The coefficient
of determination denoted R2 is a number that indicates the proportion of the variance in
the dependent variable (LAT) that is predictable from the independent variable
(TOSRA). 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 method.
4. Conclusions
This research study was to encourage of students’ learning achievements and their
attitudes towards science through the STEM education instructional method in science
class at the 9th grade level investigated to develop learning management with the STEM
education instructional method on Electrical Circuit Connection and Ohm’s Law Issue in
science class of secondary students at the 9th grade level to be effective process and
result E /E
according to criteria effectiveness of
/ , students’ learning
achievements of their posttest assessment of their attitudes towards science and the 75percent criterion with the STEM Education instructional method were compared, which
were the main of research objectives with a sample of 35 secondary students in
Watsratong Municipal School under Roi-Et Municipality Province in the second
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
532
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
semester of the academic year 2016 with the purposive sampling technique were
selected. Using the Innovative Instructional Lesson Plan (IILP) through the STEM
education instructional method obtained at the Strand 8: Nature of Science and
Technology, Standard SC . : Electric and Electronics was administered. Students’
learning achievements were assessed with the 30-item Learning Achievement Test (LAT).
Students’ perceptions of their attitudes toward science were assessed with the Test Of
Scène-Related Attitude (TOSRA).
In terms of the validity of the research instruments, the IOC value of the STEM
education innovative instructional lesson plan to verify the content validity for
students’ learning activities, teaching materials, and evaluation in the learning
management plan was corrected as suggested by the advisors and the 5-professional
experts with the were reviewed and assessed the validity of content, purpose learning
with the IOC value (Index of Item Objective Congruence), the acceptable accuracy must
have scoring scale ranged from 0.50 to 1.00. It appears that the research plan developed
by the researcher has an average of 4.81, and the total confidence validity value was
0.88; it means as in the most appropriate the highest quality level. The 30-item Leaning
Achievement Test (LAT) scores to analyze the difficulty (p) and the discriminant power
(r), and select the difficult test ranged from 3.60 to 4.80, evidently. The LAT tests came
to the full confidence level; the total confidence validated value was 0.88. Internal
consistency (Cronbach alpha coefficient) and the mean correlation were obtained for
sample in this present study as indicates of scale reliability for the Test of Science-Related
Attitude TOSR“ . The Cronbach alpha reliability indicated was .
and students’
responses of their perceptions with the TOSRA revealed at a high level ( x = 4.51, S.D. =
0.56).
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 77.55 and the performance effectiveness (E2)
indicate that of 76.19, so the lessoning effectiveness (E1/E2) evidences of 77.55/76.19
over the threshold setting is 75/75.
Comparisons of mean scores between students’ learning outcomes of their
posttest assessments that organizing learning activities in STEM education with a
criterion of 75 percent threshold were compared at the 9th grade level with 75% of the 35
students when analyzing the difference using t-test statistics (One-Way ANOVA), it
was found that the t-test indicated that was 0.41 and statistically significant at the level
of .001, differently.
Comparisons of mean scores on students’ perceptions of their attitudes toward
science with the TOSRA and the criteria learning outcomes at 75% were compared in
STEM education with a criterion of 75% threshold were compared at the 9th grade level
with 75% of the 35 students when analyzing the difference using t-test statistics (OneEuropean Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
533
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
Way ANOVA), it was found that the t-test indicated that was 1.98 and statistically
significant at the level of .001, differently.
“ssociations between students’ learning achievements of their posttest
assessment (LAT) and their perceptions of their attitudes toward science with the
TOSRA in the innovative STEM education instructional method were assessed. 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 4 shows the correlations between posttest assessment (LAT) and towards physics.
The TOSRA attitudes toward science were relative significantly, when using a simple
correlation analysis r and standardized regression validity β . The multiple
correlation (R) was 0.7812 and the predictive efficiency (R2) value indicated that 61% of
the variances in students’ attitudes toward science to their science class was attributable
to their post learning achievement in their science. The coefficient of determination
denoted R2 is a number that indicates the proportion of the variance in the dependent
variable (LAT) that is predictable from the independent variable (TOSRA). 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 method.
Suggestions that, the results of this research findings, overall, this lower
secondary municipal school students show relatively favorable of their learning
performances and activities with their learning management with the STEM education
method for encouraging science attitudes and learning achievements of secondary
students at the 9th grade level in science class of their own class has a moderately
centralized education system and a context from the other countries, similarly.
5. Discussions
One of three research aim of this research study were to assess students’ critical
thinking abilities and science attitudes for enhancing their learning achievements
through the instructional approaching management with the STEM education
instructional method of secondary students at the 10th grade level. One way was to find
the efficiency of teaching innovation based on the E1/E2 criteria set. 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)
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
534
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
and the performance effectiveness (E2) revealed of 77.55/76.19. 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 75/75, significantly.
Science, Technology, Engineering, and Mathematics (STEM) education has
emerged as one of the most sought after curriculum designs for integrating science,
technology, engineering, and mathematics into secondary education. It first became
popular as a means of serving the needs of mathematically gifted students, providing
opportunities to both accelerate learning and increase the rigor and depth of learning.
This combination afforded opportunities for motivated students to advance into special
classes, including taking college classes in high school and receiving college credit for
advanced classes taught during secondary school (Wai, Lubinski, Benbow, & Steiger,
2010). Empirical studies have concluded that course acceleration in itself is not a strong
enough factor to improve individual learning; however, learning activities where
students practice using integrated skills to solve problems allow for deeper and more
meaningful student learning (Wai et al., 2010). Originally, STEM education was directed
at highly talented students (especially in Mathematics) and highly motivated students
who were interested in exploring and learning a greater depth of material at a faster
pace to practice strong reasoning skills and to develop and strengthen learning. STEM
education attracted a concentrated population until practices and methods were
integrated into mainstream secondary education and seen as opportunities to provide
equity for motivated but disadvantaged students from a variety of backgrounds. Thus,
this research study has been established the resurgence for the science, technology,
engineering, and mathematics (STEM) movement in education system in municipal
school in Thailand. However, improvement of the emergence of STEM curriculum in
the government public secondary educational system provides opportunities for all
level learners to master skills and content important for 21st Century learning that
responding to the government policy of education in the 4.0 era of the Thai government
as well.
This research article describes various forms of the 30-item Learning Achievement
Test L“T were assessed of their learning outcomes, and students’ perceptions of their
attitudes toward science were assessed with the 8-item Test Of Science-Related Attitude
(TOSRA). 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 perceptions
of their attitudes toward science as assessed by the LAT and student attitude with the
TOSRA. This study has confirmed the reliability and validity of the research
instruments; the LAT and TOSRA when used in science class.
Comparisons of mean scores on students’ learning achievements of their posttest
assessments to their perceptions of their attitudes toward science with the LAT, TOSRA
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
535
Siriporn A. Sasuk, Nukun Kudthalang, Wandee Rakrai
ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
and the criteria learning outcomes at 75% were compared in STEM education with a
criterion of 75% threshold were compared at the 9th grade level with 75% of the 35
students when analyzing the difference using t-test statistics (One-Way ANOVA), it
was found that the t-test indicated that was 1.98 and statistically significant at the level
of .001, differently. Suggestions that, the predictive efficiency (R2) value indicated that
% of the variances in students’ attitudes toward science to their science class was
attributable to their post learning achievement in their science were relatively.
The coefficient of determination denoted R2 is a number that indicates the proportion of
the variance in the dependent variable (LAT) that is predictable from the independent
variable (TOSRA). 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 method are
encouraged of students’ learning achievements and their attitudes towards science,
significantly.
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ENCOUR“GEMENT OF STUDENTS’ LE“RNING “CHIEVEMENTS “ND THEIR “TTITUDES
TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN
SCIENCE CLASS AT THE 9TH GRADE LEVEL
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