LEARNING MANAGEMENT ACCORDING TO THE CONCEPT OF THE STEM EDUCATION METHOD FOR ENHANCING STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR SOLVING PROBLEM THINKING SKILLS IN BIOLOGY COURSE AT THE 10TH GRADE LEVEL

Abstract

The purposes of this research study were to develop the instructional lesson plan with the learning management according to the concept of the STEM education method for processing performances and the performance results efficiency (E 1 /E 2 ) at the determining criteria as 80/80, to assess students’ post learning achievements with the learning management according to the concept of the STEM education method and the criteria learning outcomes at 80% , to compare between students’ solving problem thinking skills to their pre and post STEM education instructional method, to analyze of associations between students’ post learning achievements and their perceptions of their solving problem skills. The target group consisted of 33 secondary students at the 10 th grade level from Borabu Wittayakhan under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected in the secondary semester in 2016. Using a instructional lesson plan with the learning management according to the concept of the STEM education method in 4 weeks of 12 hours was administered, students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT), students’ solving problems were assessed with the Solving Problem Thinking Skill Assessment (SPTSA) which total score of 40. Data analysis was evaluated with percentage, mean, standard deviation, t-test, simple and multiple correlation, standardized regression weight validity, and coefficient predictive value ( R 2 ). The results of these findings have found that: the efficiency with the learning management according to the concept of the STEM education method of the processing performances and the performance results (E 1 /E 2 ) indicated that evidence of 82.42/81.67, which was higher than with the criteria of 80/80. Students’ learning achievements of their posttest assessment ( = 24.67, S.D. = 1.89) and the criteria level of 75% indicated that at the level of .01, differently. Students’ responses of their post solving problem thinking skills ( = 32.67, S.D. = 2.41) and the criteria level of 75% on digestion of microorganism issue were differentiated of statistically significant at the level of 0.01. Associations between students’ post learning achievements and their solving problem thinking skills were positive relative (r = 0.33, ρ <.01), the relationships between two variables with the standardized regression weigh validity were found (β = 0.33, ρ <.01), the multiple correlation value indicated that of 0.8026 (R = 0.80, ρ <.01), and the coefficient predictive value was evidence at 0.6442 (R 2 = 0.64, ρ <.01) and indicated that 64% of SPTSA of the variances in for the LAT. students in their achievement group has implications for thinking skills in solving problems that have been learned in the field of biology. Article visualizations: