The effect of utilizing STEM BCG as project-based learning in solving local problems on Grade-6 students to increase learning achievement and problem-solving ability in science and technology
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Abstract
STEM would enable students to learn and integrate scientific knowledge to hone problems- solving skills. The BCG Model is holistic economic development in which it is not only developing the economy but also promotes social development and the conservation of the environment to be balanced, stable, and sustainable. Both seem essential to integrate students into learning processes until they could develop their knowledge and abilities. Therefore, the researcher came up with the idea of utilizing studying the effect of STEM BCG as project-based learning for solving local problems on problem-solving ability and science and technology learning achievement. The target of the study was 17 students in grade 6 of the academic year 2022, Ban Kum School, Ubon Ratchathani Primary Educational Service Area Office 3. The instruments consisted of the manual for local problem solving according to STEM education project steps in conjunction with the BCG model, a learning achievement test, and the problem-solving ability test. The data were analyzed by using percentage, means, standard deviation, relative gain score, and t-test for the dependent sample. Consequently, research findings revealed as follows: 1) the students' mean score on the post-test on science and technology learning achievement and problem-solving ability was higher than the pre-test mean score at the significant level of .01, and 2). From the results of evaluating the development of students learning achievement and problem-solving ability with relative gain scores, students had the developmental level in learning achievement had shown that 41.00 % of the students who were in medium level, 47.00 % of the students who were in high level, and 12.00% of the students were in very high level, and the developmental level in problem-solving ability was 6.00 % of the students who were at primary level, 41.00 % of the students who were at medium level, and 53.00% of the students at a high level.
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