The Effects of STEAM Education on Problem Solving Skills in Elements and Compounds of Matthayom Suksa 4 Students

Abstract

The purposes of this research were 1) to compare problem solving skills between before learning and after learning through using STEAM Education on the topic of Elements and Compounds 2) to study the progress problem solving skills through using STEAM Education on the topic of Elements and Compounds and 3) to compare problem solving skills after learning STEAM Education on the topic of Elements and Compounds with 70% criteria. The sample group used in this research was consisted of 33 Matthayom Suksa 4 students by cluster sampling method. The instruments for the study included lesson plans having the quality of the overall highest level (= 4.54-4.71) and problem solving skills test having the difficulty between 0.20 - 0.80, the discrimination between 0.20–1.00 and the reliability of 0.78.
The results of the study revealed that

1) the students’ problem solving skills through using STEAM Education on the topic of Elements and Compounds after learning higher those before learning with a statistical significance at the .05 level. The score of problem solving skills for all processes after learning was higher than before learning with a statistical significance at the .05 level.

2) The progression of problem solving skills was in the medium gain (<g> = 0.52).

3) The score of problem solving skills after learning was lower than criterion which 70 percent insignificantly at the .05 level. In addition teaching by STEAM Education in the situation of Covid-19 the online-formed also encourages students to learn and help develop student’s problem solving skills to a higher level.