Comparisons between Teaching Effectiveness according to the Guidelines of the STEM Education and Conventional Learning Methods on Electrochemistry Issue of Secondary Students at the 11th Grade Level

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values (R2) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values (R2) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values (R2) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes. The innovation and science literacy depends on a knowledge base in the STEM areas of a basic understanding of physic prefer than the conventional leaning method (5E Inquiry Model) among Thailand students are lagging behind other developing countries. Article visualizations:

The aims of this research study focused on administrating the innovative instructional management model with the STEM Education in physics class on the Projectile Motion issue of secondary students at the 10th grade level to evaluate the efficiency of the process and the efficiency of the results (E1/E2) of the innovative instructional lesson plan with the efficiency at the determining criteria as 75/75, students’ scientific process skills and the 75-percent criterion with the STEM Education method were compared, students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined, association between students’ scientific process skills and their post learning achievements were assessed. Research administrations, which a sample consisted of 33 secondary students in Watsratong Municipal School, in Roi-Et Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Assessments an innovative instructional lesson plan in the form of the STEM Education method in the field of physics on projectile motion issue was integrated. Research instruments were assessed with the 20-item Scientific Process Skill Test (SPST) that it was the 4-option multiple choice and the discriminative value (r) was ranged from 0.31 to 0.94, and with the confidence of both the 0.90 test achievement of four characters. Selecting the 30-item Learning Achievement Test (LAT) that it was the 4-option multiple choices, which deals of the discriminative value (r) was ranged from 0.27 to 0.80 and a confidence score of 0.92. The results of these findings have found and followed as: The E1/E2 efficiency was 77.07/76.97, which is higher than the standard set of 75/75 performance criteria. Comparisons between students of their SPST and the 75-percent criterion was 77.10 (= 15.42, = 1.35) and the differences between mean score of SPST and the 75-percent was differentiated at .05 levels, significantly. Comparisons between students’ learning achievements of their post LAT was 76.96 (= 23.09, = 1.91), and differences indicated at the .05 level, significantly. Associations between students’ encouragements of their SPST and their post LAT, the coefficient predictive value indicated that 31% that was contributed to enhance the science process skills and the achievements and had a statistically significant at the .05 level (R2 = 0.3121, ƿ<.05), relatively. The results reflect that learning management with the STEM education method for encouraging science process skills and learning achievements of secondary students at the 10th grade level in physics class are successful at a certain level in the context of this research framework. Article visualizations:

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E 1 /E 2 ) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9 th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t -test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value ( R 2 ) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E 1 /E 2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R 2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science. Article visualizations:

Learning by using the verification experimental methods could improve students' cognitive abilities and science process skills. However, there are inconsistent results when applying this method of science process skills and learning achievement. This study was conducted to describe and explain: the simultaneous differences in science process skills and learning achievement between students taught by verification experimental and conventional methods; the differences in student science process skills taught by verification experimental and conventional methods; and the differences in the students’ learning achievement taught by the verification experimental and conventional learning methods. This study was a quasi-experiment with a pretest-posttest design. The data analysis was conducted using descriptive analysis techniques and multivariate analysis (MANCOVA). The results of the study showed there are simultaneous differences in science process skills and students' learning achievement with an r square price of 0.743, or 74.3%; there are differences in the science process skills of students who studied using the verification experimental methods; and there are differences in students’ learning achievement; the experimental class was is higher than the control class. The other inconsistent results of the study on this method were caused by the different characteristics and cognitive levels of students

This research examines the impact of a teaching plan that combines the 5E inquiry-based learning model with STEM (Science, Technology, Engineering, and Mathematics) principles on the science process skills and learning achievement of grade 5 students in the topic of friction in a Thai educational context. The study used classroom action research to evaluate whether students achieved specific skill and knowledge objectives. A purposive sampling method was used to select 45 grade 5 students from a public school. The tools used included the integrated 5E-STEM teaching plan, a science process skills test, and a friction learning achievement test. Data were analyzed using percentages, mean scores, standard deviation, and a paired samples t-test. The results showed significant improvements in students' science process skills and learning achievement, highlighting the benefits of adopting innovative teaching approaches like 5E inquiry-based learning and STEM education. However, the small sample size and absence of qualitative data suggest the need for further research to refine and expand these practices.

The purpose of this research has described difference: (1) skill of student science process between inquiry training assist media of handout and direct instruction, (2) skill of student science process between student possess attitude scientific upon and under of mean, and (3) interaction of inquiry training assist media handout and direct instruction with attitude scientific increase skill of student science process. Type of this research is experiment quasi, use student of senior high school Private sector of Prayatna as population and chosen sample by cluster sampling random. The instrument used essay test base on skill of science process which have valid and reliable. Data be analysed by using ANAVA two ways. Result of research show that any difference of skill of student science process (1) between inquiry training assist media of handout and direct instruction, where inquiry training assist media of handout better then direct instruction, (2) between student possess attitude scientific upon and under of mean, where possess attitude scientific upon of mean better then student possess attitude scientific under of mean and (3) any interaction between inquiry training assist media of handout and direct instruction with attitude scientific increase skill of student science process, where interaction in class direct instruction better then inquiry training assist media of handout.

This study aimed to: 1) assess the impact of a STEAM education learning package on grade 10 students’ science process skills, 2) evaluate its effect on their learning achievement concerning the physical properties of materials, and 3) gauge the students’ satisfaction with the learning package. The participants were 13 grade 10 students from a public school in Thailand, selected through convenience sampling. The study utilized a STEAM Education Learning Activity Package, a Science Process Skills Test, a Learning Achievement Test, and a Learning Satisfaction Questionnaire as instruments. Data analysis involved calculating mean scores, standard deviations, effectiveness indices (E.I, E1/E2), and normalized gains. Results demonstrated significant improvements in both science process skills and learning achievement related to the physical properties of materials. Additionally, the learning package enhanced students’ satisfaction with their learning experience. These findings suggest that the STEAM education learning package could be a valuable tool for improving science education at the elementary school level.

The purposes of this research were to evaluate and develop of An Innovative Instructional STEM Education Strategy Lesson Plan Combined with the Brainstorming Techniques (STEM & BTS) for enhancing students’ learning achievements and transforming their science related attitudes for secondary students at the 8th grade level in science class on Light and Visible Light issue with the processing and performance resulting effective determinant criteria at the level of 75/75. Students’ learning achievements and their science attitudes to their pre and post assessing designs in the STEM & BTS were compared. Associations between students’ learning achievements of their posttest assessment with the STEM & BTS related attitudes were assessed. Administration of the sample size of 25 students at the 8th grade level from Khatiyawongsa School under the Secondary Educational Service Area Office 27 was selected. The STEM & BTS composed of an innovative instructional lesson plan and 9 subunits in 15 hours on 5 weeks were instructed. Students’ learning achievements were assessed with the 50-item Learning Achievement Test (LAT) in four multiple choices. Students’ attitudes toward science were assessed of their perceptions with the 8-item Test Of Science-Related Attitude (TOSRA). Statistically significant was analyzed the data with foundational and advancing statics. The results of these research findings followed as: An innovative instructional STEM education strategy combined with the brainstorming techniques for enhancing students’ learning achievements and transforming their science related attitudes of six learning activities by the 3-Professional Experts with the Index of Item Objective Congruence (IOC), it has found that the IOC indicated of 0.88, students’ responses of their learning activities were at the high level, and α-Reliability of the TOSRA was 0.79. The effectiveness of the innovative learning management lesson plan in form of the STEM & BTS (E1/E2) was 77.64/78.48, which has higher than the standardized determining criteria of 75/75. Students’ learning achievements of their pretest and posttest assessments with the LAT to the STEM & BTS with their posttest was higher than pretest, differently (ρ < .001). Students’ attitudes toward science were assessed with the TOSRA, the average mean scores with their post-attitude were higher than pre-attitude and statistically significant was differentiated, significantly (ƿ < .01). Associations between students’ learning achievements of their post-LAT their post-TOSRA toward science, the R2 value indicated that 50% of the variance in students’ learning achievements of their science class was attributable to their post attitudes toward science in the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes and statistically significant was also found at the 0.01 level, relatively.

This study aims to develop science learning tools with guided inquiry models assisted by real media to improve scientific creativity and science process skills of grade VIII students at SMP IT Male and SMP IT Female Mataram on light and optical equipment. The development of this tool adopts the development of Dick and Carey. The resulting products are in the form of learning tools in the form of syllabus, lesson plans, LKPD, scientific creativity instruments and science process skills. Before being used, the device was validated by four expert validators and the result was that the device developed was suitable for use in learning. To test the effectiveness of the device, scientific creativity and scientific process skills were tested. The results of the scientific creativity test obtained an average N-Gain of 0.4. This shows that the device developed is quite effective in increasing the scientific creativity of students in the two schools being the subject. The second effectiveness test is the science process skills test. The average N-Gain value obtained was 0.7, this indicates that the learning device developed with a guided inquiry model assisted by real media is very effective in improving students' science process skills.

Learning motivation is an encouragement for someone to be more active in achieving something. However, everyone's motivation is different so that it affects students' science process skills. This study aims to describe the effect of students' learning motivation on students' science process skills in learning science. This study uses a sequential explanatory approach. The research subjects were 175 class VIII students who were selected by total sampling technique. The data collection instruments used were observation sheets for students' science process skills, student learning motivation questionnaires, and interview sheets. Qualitative data were analyzed using Miles and Hubarman while quantitative data were analyzed using descriptive and inferential statistics using assumption and hypothesis testing (regression test) to see the effect of learning motivation on students' science process skills. The results of this study conclude that there is a significant effect of students' learning motivation on students' science process skills with a significance value of 0.001. Learning outcomes have implications for the learning process, namely as an evaluation material to create effective learning. Science process skills of students will increase along with the high motivation of students in learning. The results of this study can contribute to the world of education in particular and society in general. Through the results of this study, it is known how students' learning motivation and the level of students' science process skills in science learning, as well as knowing the relationship between learning motivation and students' science process skills.

The purposes of this study were: To examine the effects of low-cost mini science experiment kits on Thai 6th graders' science learning achievement; To investigate how these kits impact Thai 6th graders' Science process skills; To explore their influence on Thai 6th graders' scientific mindset The participants were 111 sixth-grade students from three public schools in a rural province in Northeastern Thailand. The study utilized four key instruments: (1) a set of learning management plans (2) a learning achievement test, (3) a scientific process skills assessment, and (4) a scientific mindset assessment. The results showed that students achieved an overall learning achievement score of 74.71%, a scientific process skills score of 93.56%, and a scientific mindset score of 96.62%, all exceeding the predetermined criteria. These findings indicate that Low-Cost Mini Science Experiment Kits effectively enhance science learning outcomes, encourage hands-on engagement, and support skill development in resource-limited educational settings. The results of the study contribute to the field of science education by demonstrating how affordable, accessible learning tools can promote educational equity and improve science instruction in underfunded schools.

The aim of this study was to develop a Scientific Process Skills Test (SPST) in the context of “Matter and its Nature”. It was investigated whether there was a predictive effect of demographical features and participating out-of-school learning opportunities across the 7th and 8th grade students’ Scientific Process Skill (SPS) levels. Quantitative research methods were used in this study. Data were collected from 289 middle school students for the validity and reliability of the test. The SPST consisted of 30 items and entailed three sub-dimensions (“basic scientific process skills, causal scientific process skills and experimental scientific process skills). The reliability coefficient of the test was calculated using the KR-20 formula and was found to be 0.84. The SPST was applied to 472 middle school students with the aim of determining whether there is a predictive effect of gender, grade level, school location, parent's education level and participation in out-of-school learning opportunities across the 7th and 8th grade students’ SPS levels. Multiple regression analysis was conducted to determine the effects of demographical features and out-of-school learning opportunities on students’ SPS levels. As a result, it was determined that the grade level, gender or mother's education level were important predictor variables that affect middle school students’ SPS levels. It was also determined that out-of-school learning opportunities such as participating in science fairs, designing projects or reading scientific journals had an important predictive effect on students’ SPS levels.

The purpose of this research is to examine the impact of activities based on scientific process skills on problem-solving skills of 4th grade students in science lessons. In the study a non-equivalent control group pre-test and post-test design type of quasi-experimental method was used. The research study group was composed of 30 students with 15 each in the experimental study group and control group. In the experimental and control groups, for scientific process skills, the “Scientific Process Skills Test (SPS)”,and for problem-solving skills, the “Problem Solving Inventory for Children at Elementary Education Level (PSIC)” were used as pre-test and post-tests. Activities including scientific process skills in the experimental group were applied for 8 weeks and 16 lesson hours, while no intervention was made to the control group. In the data analysis process, the Mann-Whitney U test and Wilcoxon Signed-Rank test were used. According to the data obtained from the research, it was observed that there was a significant difference in the post-test scores in the Scientific Process Skills Test (SPST) and the Problem-Solving Inventory for Children (PSIC) of the students in the experimental group compared to the students in the control group. According to these findings, it can be stated that activities including scientific process skills develop problem-solving skills of students in primary science education.

A descriptive study about the implementation of performance assessment in STEM based instruction was carried out to investigate the tenth grade of Vocational school students’ science process skills during the teaching learning processes. A number of tenth grade agriculture students was involved as research subjects selected through cluster random sampling technique (n=35). Performance assessment was planned on skills during the teaching learning process through observation and on product resulted from their engineering practice design. The procedure conducted in this study included thinking phase (identifying problem and sharing idea), designing phase, construction phase, and evaluation phase. Data was collected through the use of science process skills (SPS) test, observation sheet on student activity, as well as tasks and rubrics for performance assessment during the instruction. Research findings show that the implementation of performance assessment in STEM education in planting media could detect students science process skills better from the observation individually compared through SPS test. It was also found that the result of performance assessment was diverse when it was correlated to each indicator of SPS (strong and positive; weak and positive).

this is a pre-experiment research which aims: 1) to know to what extent the students’ skill of science process in learning to measure the temperature by using digital based thermometer to the first semester students of Physics Education of Tarbiyah and Teaching Science Faculty at UIN Alauddin Makassar,? 2) to know how to use effective digital based thermometer toward the skill of science process to the first semester students of Physics Education of Tarbiyah and Teaching Science Faculty at UIN Alauddin Makassar? The research design used here is one shot case study. The population consists of 77 first semester students of Physics Education in UIN Alauddin Makassar. This population is divided into two classes. Meanwhile, It takes the sample type of simple radom sampling with the total of 30 people. The result of this study showed that the average score of students’ skill in science process after using digital based thermometer was 83,17. This score was in the level of category of high and very high. The result was also strengthened by the result of hypothesis test which utilized t-test. It was found that the tcalculate was 6,748 and the score of ttable was 1,697. Since the score of tcalculate was bigger than the ttable (tcalculate > ttable), thus the H0 was accepted and the Ha was rejected. Then, It could be concluded that the use of digital based thermometer was effective toward the skill of science process of the first semester students of Physics Education of Tarbiyah and Teaching Science Faculty in UIN Alauddin Makassar. The implication of this research can train students skill in learning science that are obtained in class. So they can develop students science process skill in the laboratory. The shortcomings of this research connot be maximized because of the lack of learning time, the next researcher is expected use more time to apply teaching aids to material that has many concepts