The Effects of Using The STEM Education on Science Learning Achievements in the Topic of Galvanic cell and Productive Thinking Ability of Mathayom Suksa VI Students at Prachuabwittayalai School in Prachuap Khiri Khan Province.

Abstract

The purposes of this study were to 1) compare the chemistry learning achievements of MathayomSuksa VI students who learned by STEM education with those of students who learned by the conventional teaching, 2) compare productive thinking abilities of both student groups, and 3) compare the pre-learning and post-learning productive thinking abilities of the students who learned by STEM education. The research population consisted of 97 MathayomSuksa IV students in four classrooms at PrachuabwittayalaiSchool in PrachuapKhiri Khan Province. The sample consisted of 43 MathayomSuksa VI students in two heterogeneous intact classrooms at Prachuabwittayalai School in PrachuapKhiri Khan Province. Then, one class was the group which would learn by STEM education; while the other class was the group which would learn by conventional teaching. The research instruments used in this research were; learning management plans and conventional lesson plan, a chemistry learning achievement test and a productive thinking ability test. Statistics employed for data analysis were the Mean, Standard Deviation, and t-test. The research findings revealed that 1) the students in the STEM education group had a chemistry learning achievement higher than the students in the conventional teaching group at the .05 level of statistical significance, 2) the students in theSTEM education group had a productive thinking abilities higher than the students in the conventional teaching group at the .05 level of statistical significance, and 3) the post-learning productive thinking abilities of the students in theSTEM education group was higher than their pre-learning counterpart level at the .05 level of statistical significance.