ENCOURAGEMENT OF STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR ATTITUDES TOWARDS SCIENCE THROUGH THE STEM EDUCATION INSTRUCTIONAL METHOD IN SCIENCE CLASS AT THE 9TH GRADE LEVEL
DOI:
https://doi.org/10.46827/ejes.v0i0.687Keywords:
encouragement, students’ learning achievements, science attitudes, stem education, instructional method, science classAbstract
To investigate the encouragement of students’ learning achievements and their attitudes towards science through the STEM education instructional method in science classes at the 9th grade level was to develop learning management with the STEM education instructional method on Electrical Circuit Connection and Ohm’s Law Issue in science class of secondary students at the 9th grade level to be effective process and result (E1/E2) according to criteria effectiveness of 75/75, students’ learning achievements of their posttest assessment of their attitudes towards science and the 75-percent criterion with the STEM Education instructional method were compared, which were the main of research objectives with a sample of 35 secondary students in Watsratong Municipal School under Roi-Et Municipality Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Using the Innovative Instructional Lesson Plan (IILP) through the STEM education instructional method obtained at the Strand 8: Nature of Science and Technology, Standard SC 8.1: Electric and Electronics was administered. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) that it had the discriminative value ranged from 0.60 to 1.00, with a 0.88 confidence interval. Students’ perceptions of their attitudes toward science were assessed with the Test Of Scène-Related Attitude (TOSRA) that obtained of 8 items and the Cronbach alpha reliability of the TOSRA was 0.82. The results of these findings have found that: The E1/E2 efficiency was 77.55/76.19, which is higher than the standard set of 75/75 performance criteria. Comparisons between students’ learning achievements of their post LAT and the 75-percent criterion was 76.19% ( = 22.85, = 2.01) and the mean scores of LAT and the 75-percent was differentiated at .05 levels, significantly. Students’ perceptions of their attitudes towards science with the TOSRA indicated that a highest level ( = 4.51, = 0.56) and associations between students’ learning achievements and their attitudes toward science revealed that are positive relatively, significantly.
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