Learning Achievement and Student Satisfaction in the STEM Education through Professional Learning Community in the Chemistry Class of Secondary School Students in the Southern Region of Thailand during Pandemic

Abstract

  The STEM education has not yet been implemented in schools, particularly those in the three southern border provinces. Consequently, the purpose of this research is to study the science learning achievement and satisfaction of students who learned with integrated learning activities based on STEM education designed by using the Professional Learning Community (PLC) method as a professional development tool. Secondary school students from four southern Thai schools who participated in the Science Mathematic Program (SMP) Special Classroom Project from a total of 120 students in those schools, 9 were chosen using a deliberative sampling method. The overall assessment results revealed that STEM activities used in the teaching and learning of chemistry subjects on the Solution concentration can increase students' interest in studying chemistry and their understanding of the learning content by displaying the mean scores and standard deviation of the scores from the STEM Learning Plan post-tests at the highest level. The E1/E2 efficiency of the STEM Education Program in Chemistry was 90.46/82.50, which was higher than the specified standard. We also discovered that the overall average was very high when we used the learning management plan to open a class to create the PLC process learning community. Furthermore, the effectiveness of establishing a professional learning community was rated favorably. However, factors other than academic achievement should also be investigated before applying to other subjects.