The Learning Management Using STEAM Approach to Enhance Innovative Skills for Prathomsuksa 6 Students of Ramkhamhaeng University Demonstration School (Elementary Level)

Abstract

Background and Aims: The teaching and learning approach for Prathomsuksa 6 students often separates subjects into distinct disciplines, focusing on content specified by the curriculum without integration. This lack of interdisciplinary connections leads students to struggle to understand complex and detailed content in some subjects. Consequently, they struggle to create innovative work or new solutions. Moreover, when faced with real-life problems or situations, students cannot rely on a single subject to solve the issue. Instead, they need to integrate knowledge from various disciplines and develop skills to address problems, respond to situations, or create innovative outcomes. The learning management system, utilizing the STEAM approach, emphasizes the integration of knowledge across subjects, fostering creative thinking processes and learning through hands-on experiences. The researcher, therefore, implemented the STEAM approach in science learning to enhance students’ innovative skills and improve their academic achievement in science. This study aimed to: 1) compare Prathomsuksa 6 students’ academic achievement before and after learning through the STEAM approach, 2) examine the innovative skills of Prathomsuksa 6 students after learning through the STEAM approach, and 3) investigate students’ satisfaction with learning through the STEAM approach.

Methodology: The sample group for this study consisted of 30 Prathomsuksa 6/3 students from the Ramkhamhaeng University Demonstration School (Elementary Level) during the first semester of the 2024 academic year. The participants were selected using cluster random sampling, with one classroom as the sampling unit. The research instruments included: 1) Lesson plans based on the STEAM approach for the topic of the digestive system, consisting of 8 plans designed for Prathomsuksa 6 students. 2) Pre-test and post-test assessments measuring academic achievement in the digestive system topic. 3) An innovation skills evaluation form to assess students’ ability to create innovations. 4) A satisfaction questionnaire to evaluate students’ satisfaction with the learning experience using the STEAM approach. The data was analyzed using statistical methods, including mean, standard deviation, and t-test for dependent samples.

Results: The study revealed that: 1) Students’ academic achievement after learning through the STEAM approach was significantly higher than before at the p < 0.05 level of statistical significance. 2) The analysis of students’ innovation skills evaluation indicated a good level of performance. 3) Students expressed a high level of satisfaction with the STEAM-based learning approach.

Conclusion: The learning management using the STEAM approach improved the academic achievement of Prathomsuksa 6 students and enhanced their innovation skills. Additionally, it provided students with opportunities to practice group collaboration, problem-solving, and critical thinking. This approach enabled them to effectively connect their learning to real-life applications.