LEARNING ACTIVITY MANAGEMENT ACCORDING TO THE STEM EDUCATION IN CHEMISTRY COURSE ON POLYMER ISSUE FOR SECONDARY STUDENTS AT THE 12TH GRADE LEVEL

The aims of this research study were to develop the instructional innovative lesson plan with the STEM Education method in chemistry subject on polymer issue for secondary students at the 12th grade level through the effectiveness criteria of 75/75, to compare between students’ learning achievements of their pretest and posttest techniques in cording to the STEM education in chemistry class for secondary students at the 12th grade level, 3) to assess students’ perceptions of their satisfaction to their learning activity management in cording to the STEM education in chemistry class for secondary students at the 12th grade level. The target group consisted of 42 secondary students at the 12th grade level from Borabu School under the Secondary Educational Service Area Office 26 in academic year 2/2016 with the purposive sampling technique was selected. Using a main instructional innovative lesson plan with the STEM education method in 12 hours was designed, the 30-item Learning Achievement Test ranged from 0.37 to 0.80 and 0.22 to 0.69 for discriminative discriminant (B) and as a whole was 0.85, validity; and the 15-item Science Satisfaction Model that it was a 5-scale rating scale option. Statistically significant for data analysis with percentage, standard deviation, and independent t-test were analyzed. The results of these findings have indicated that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.47/76.51, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly.  Students’ responses of their learning activity management in cording to the STEM education, which the whole as the highest level, significantly.  Article visualizations

COMPARISONS BETWEEN TEACHING EFFECTIVENESS IN CORDING TO THE GUIDELINES OF THE STEM EDUCATION AND CONVENTIONAL LEARNING METHODS ON ELECTROCHEMISTRY ISSUE OF SECONDARY STUDENTS AT THE 11TH GRADE LEVEL

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random  Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values (R2) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values (R2) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values (R2) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes. The innovation and science literacy depends on a knowledge base in the STEM areas of a basic understanding of physic prefer than the conventional leaning method (5E Inquiry Model) among Thailand students are lagging behind other developing countries.      Article visualizations

INSTRUCTIONAL APPROACHING MANAGEMENT THROUGH THE PROBLEM-BASED LEARNING MODEL FOR ENHANCING STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR SOLVING-PROBLEM ABILITIES TOWARD SCIENCE OF LOWER SECONDARY EDUCATIONAL STUDENTS AT THE 9TH GRADE LEVEL

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between  students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E1/E2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science.  Article visualizations

A STUDY OF CONTEXT-BASED LEARNING ACTIVITY MODEL ON CHEMICAL REACTION ISSUE FOR SECONDARY STUDENTS AT THE 10TH LEVEL

The aims of the action research in chemistry learning classroom through the Context-Based Learning Activity Model (CBLA Model) on chemical reaction issue for secondary students at the 10th level in second semester in academic year 2016 were 1) to develop the instructional innovative of the CBLA Model lesson plans with the efficiency of the process and the efficiency of the results (E1/E2) with the efficiency at the determining criteria as 75/75, 2) to compare between students’ learning achievements and their standardized assessments of the 75-percent criterion level were examined, 3) to compare between gender students of their creative thinking abilities with the CBLA Model. Students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined. Administrations with the target group which a sample sizes of 35 secondary students at the 10th grade level in a chemistry class from Jaturapakpiman Ratchadaphisek School under the Roi-Et Secondary Educational Service Area Office 27 with the purposive sampling technique. Students’ instructional approaching management with the 9-CBLA Instructional Lesson Plans in six weeks in 16 periods was designed. Using the 30-item Chemical Reaction Issue Test (CRIT) were assessed. Students learning outcomes of their creative thinking abilities were assessed with the 3-Creative Thinking Ability Test (CTAT). Statistically significant was analyzed with the average means scores and standard deviation. The results of these research findings have found that the Context-Based Learning Instructional Management Plans indicated that the average quality of 4.53, which the quality was a high quality of CBLA Model and can be used to manage the teaching. The CBLA learning plan had a consistency between 0.67-1.00, the discriminative validity ranged from 0.21 to 0.63, the difficulty level was from 0.39 to 0.63, and the reliability as a whole test was 0.85. The CTAT was a three-item essay that identifies creativity as a 3-part creative idea has a consistency between 0.80-1.00. Students’ learning achievements were assessed with the CRIT was 23.29 (77.62%) that higher than 75% criterion level. Students’ creative thinking abilities of their Initiative thinking, Thoughtful thinking, and Flexible thinking were higher due to the duration of the activity, significantly  Article visualizations

INSTRUCTIONAL DESIGN MODEL IN ORDER TO THE STEM EDUCATION FOR DEVELOPING STUDENT'S ACADEMIC ACHIEVEMENTS AND ATTITUDES TOWARD SCIENCE IN CHEMISTRY SUBJECT ON THE RATE OF CHEMICAL REACTION ISSUE OF SECONDARY STUDENTS AT THE 11TH GRADE LEVEL

The aims of this research were to develop an innovative instructional lesson plan based on the model of the STEM Education instructional designing model (STEM Model) with the effectiveness of processing and performance resulting outcomes to be effective (E1/E2) according to the criteria level of 70/70, to compare between students’ academic achievements of their pretest and posttest assessments with the STEM Model, to compare between students’ academic achievement of their posttest assessment and their standardized criterion of 70% threshold,  to assess students’ perceptions of their attitudes toward science after the STEM Model were administered, and to analyze the associations between students’ academic achievements and their attitudes toward science after the STEM Model were administered, completely. The sample target group consisted of 22 secondary students at the 11th grade level in chemistry class from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling technique was selected. Research instruments were composed of an innovative instructional lesson plan based on the concept of the STEM Model on the Rate of Chemical Reaction Issue was administered for a total of 16 hours in six weeks, which was reviewed by the 5-professional experts was very high appropriate, the 30-item Chemistry Achievement Test (CAT) was assessed, and students’ perceptions were assessed and adapted from the original of the 70-item Test Of Science-Related Attitudes (TOSRA) to the 21-item Science Attitude Assessment Model (SAAM). Statistically significant was analyzed with mean, percentage, standard deviation and testing the hypothesis with the Pearson’s correlation was used. The results of these research findings that following as: an innovative instructional lesson plan based on the model of the STEM Model with the effectiveness of processing and performance resulting outcomes to be effective (E1/E2) evidence of 78.41/74.24, which according to the criteria level at 70/70. The average means scores of students’ academic achievements of their posttest (  = 22.27, S.D. = 3.18) was a higher than pretest (  = 10.86, S.D. = 2.57) outcomes, statistically significant was differentiated between their pretest and posttest designs at the level of .05. Comparisons between students’ academic achievement of their CAT was a higher than standardized criterion of 70% threshold with the STEM Model, statistically significant was differentiated between their posttest designs and the criterion of 70% threshold at the level of .05, differently. Assessing students’ perceptions of their SAAM to the STEM Model indicated that of a high level and Cronbach alpha coefficient value was 0.88, validity. Associations between students’ academic achievements and their attitudes toward science after using the STEM Model, the predictive efficiency (R2) value indicated that 86% of the variances in the CAT to their chemistry class were attributable to their SAAM, relatively.    Article visualizations

COMPARISONS BETWEEN TEACHING EFFECTIVENESS IN CORDING TO THE GUIDELINES OF THE STEM EDUCATION AND CONVENTIONAL LEARNING METHODS ON ELECTROCHEMISTRY ISSUE OF SECONDARY STUDENTS AT THE 11TH GRADE LEVEL

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values (R2) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values (R2) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values (R2) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes. The innovation and science literacy depends on a knowledge base in the STEM areas of a basic understanding of physic prefer than the conventional leaning method (5E Inquiry Model) among Thailand students are lagging behind other developing countries

DESIGNING THE INNOVATIVE LEARNING MANAGEMENT PLANS IN FORM OF THE STEM EDUCATION INSTRUCTIONAL METHOD TO DEVELOP THE PRIMARY STUDENTS OF THEIR CREATIVE THINKING LEARNING PROCESSES IN SCIENCE CLASS AT THE 2ND GRADE LEVEL

The purposes of this research study for designing the innovative learning management lesson plans in the form of the STEM Education Method (STEMe) on Magnetic Force Issue in science class which were to develop an innovative learning management lesson plan that based on the model of learning management with the STEMe, students’ learning achievements of their assessing pretest and posttest techniques based on the STEMe were compared, students’ creative thinking abilities (CTA) of their pre-CAT and post-CAT based on the model of learning management with the STEMe were assessed, and students’ learning achievements of their assessing posttest and their creative thinking abilities based on the model of learning management with the STEMe were associated. Administering this research target group which a sample consisted of 32-primary students at the 2nd grade level in the second semester in the academic year 2016 from Rajabhat Maha Sarakham University Demonstration School under the Office of Higher Educational Commission was selected. Using a main Innovative Learning Management Lesson Plan (ILMLP) in the form of the STEMe in 14 hours was designed. Students’ learning outcomes of their pretest and posttest assessments were obtained using the 30-item Science Achievement Test (SAT). Students’ performances of their creative thinking abilities were determined using the 8-item Creative Thinking Ability Assessment (CTAA). Statistically significant with means, standard deviation, percentage, independent t-test, simple and multiple correlations of Pearson’s movement correlation were analyzed. The results of these research finding have found that followed as: The innovative learning management plans in the form of the STEMe were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the ILMLP to management of students’ activities in science class indicated that of 99.55/80.10. The average mean scores of students’ post learning achievements was a higher than the learning outcomes of their pre-test with the LAT on Magnetic Force Issue were differentiated evidence at the 0.01 level, significantly. Comparisons between students’ creativity thinking abilities of their pre-SAT and post-SAT assessments were assessed with the CTAA based on the model of learning management with the STEMe were differentiated that evidence of statistically significant at the 0.01 level. Associations between students’ learning outcomes of their posttest (SAT) assessment and their creative thinking abilities (CTAA) toward science in science class were related of the variance in previous critical thinking abilities and science rerated that evidence of statistically significant at the 0.01 level.   Article visualizations