The Effects of STEM-Based Learning Activity Sets on Enhancing Creative Thinking Skills and Academic Achievement in the Topic of Separation of Mixtures among Grade 8 Students at Tessaban School 1, Buriram Province
Keywords:
STEM Education, Creative Thinking, Academic AchievementAbstract
This study aimed to 1) compare students’ academic achievement before and after learning through STEM activity sets, 2) examine the development of students’ creativity through STEM-based learning, and 3) investigate students’ opinions with learning through STEM activity sets. The study population consisted of Grade 8 students at Thesaban 1 School. The sample group included 42 students, selected using cluster random sampling with classrooms as the sampling unit. The research instruments comprised learning management plans, STEM activity sets, an academic achievement test, a creativity assessment, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, dependent t-test, and repeated measures ANOVA. The results revealed that students’ academic achievement after learning through the STEM activity sets was significantly higher than before learning at the .05 level. Students’ creativity scores showed a significant improvement across three measurement stages, with both during-learning and post-learning scores being significantly higher than pre-learning scores at the .05 level. Students had a high level of positive opinions toward learning through the STEM activity set, particularly in the aspects of analytical thinking and systematic problem-solving, which received the highest average scores. The highest opinions were found in the aspect of analytical thinking and systematic problem-solving practice.
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