The Development of Learning Activities Package on Innovative Thinking Based on STEM Education Using the Engineering Design Process for Third-Year Secondary School Students under the Office of the Private Education Commission
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Abstract
This study aimed to: 1) develop a learning activity package focused on innovative thinking based on STEM education using the engineering design process, and ensuring it would meet the 80/80 criteria; 2) compare the pretest and posttest of learning achievement; 3) compare the pretest and posttest of innovative thinking; and 4) assess students' satisfaction with the learning activity package for innovative thinking based on STEM education using the engineering design process, designed for third-year secondary school students under the Office of the Private Education Commission. The sample group comprised 46 students from class 3/1, who were taught using the learning activity package. The control group included 46 students from class 3/2, who received conventional instruction at Ratchabamrungsin School. The research tools consisted of the learning activity package for innovative thinking based on STEM education using the engineering design process (4 volumes), 24 lesson plans (with IOC values ranging from 0.5 to 1.00), an innovative thinking assessment, a learning achievement test, and a satisfaction survey. Data were analyzed using mean, standard deviation, and t-test statistics to test the hypotheses.
The research findings revealed that: 1) The efficiency of the learning activity package on innovative thinking based on STEM education using the engineering design process for third-year secondary school students under the Office of the Private Education Commission met the 80/80 criteria; 2) The learning achievement of third-year secondary school students after using the learning activity package on innovative thinking based on STEM education using the engineering design process was significantly higher than before the learning intervention, with a statistical significance at the 0.05 level; 3) The innovative thinking of third-year secondary school students after using the learning activity package focused on innovative thinking based on STEM education, utilizing the engineering design process, was significantly higher than before the learning, with statistical significance at the .05 level; and 4) The satisfaction of third-year secondary school students with the learning activities, based on the innovative thinking package using the engineering design process, was at a high level, with a mean score of 3.61 and a standard deviation of 0.51.
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