Effect of STEM Education on Chemistry Achievement, Problem Solving Ability and Instructional Satisfaction of Grade 12 Students.

Abstract

This research aimed to study the effect of STEM education on chemistry achievement, problem solving ability and instructional satisfaction of grade 12 students. The target group was for 30 students of grade 12 at Kuraburi Chaipattana Pittayakom School, Churaburi District, Phungnga Province, which is under jurisdiction of the Secondary Educational Service Area Office 14, in the first semester of the 2017 academic year. They were instructed through using STEM Education approach learning for 24 hours. The research instruments consisted of lesson plan of the STEM Education, a Chemistry achievement test, a Problem Solving Ability test, and a questionnaire of Instructional Satisfaction. The experimental research was conducted using one group time-series research design. The data were analyzed by means, standard deviations, the growth scores, T-test dependent group and Repeated ANOVA Test.

The study found that 1. The students’ achievement mean score on Chemistry in the post-test was higher than that in the pre-test after learning by STEM Education approach at the 0.01 level of significance and the growth score of Chemistry achievement was 54.67 % which was in the maximum level. 2. The students’ Problem Solving Ability mean score of the post-test was higher than that of the pre-test after learning by STEM Education approach at the 0.01 level of significance. 3. The students’ Instructional Satisfaction towards STEM Education approach was at maximum level.