Learning Management Based on STEM Education with Assessment as Learning to Promote the Competency of Grade 8 Students
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Abstract
The purposes of this research were 1) to compare the pretest and posttest learning competency of a group of eighth-grade students who received STEM education with assessment as learning, as the experimental group, 2) to compare the pretest and posttest learning competency of a group of students who received traditional STEM education, as the control group, and 3) to compare the posttest learning competency of the experimental group and the control group. The research sample consisted of 52 eighth-grade students in the Fun STEM Activities subject in the second semester of the academic year 2023, with 26 students in the experimental group and another 26 in the control group. The research instruments were: 1) 3 lesson plans of STEM education with assessment as learning and 3 traditional STEM education lesson plans, 2) an integrated STEM knowledge test, 3) a learner autonomy test, 4) a student engagement test, and 5) a creative problem-solving ability test. The data were collected by using a nonrandomized control group pretest-posttest design. Data analysis employed Hotelling’s T2 and One-way MANOVA, using Wilks’s lambda statistic.
The research results revealed that the experimental group who received the assessment as learning in the STEM education model and the control group who received the traditional STEM education model had higher posttest scores of competency than the pretest scores. The experimental group had higher posttest scores of competency than the control group. Moreover, the assessment as learning in the STEM education model used in the research also showed a high level of effect size on all dependent variables.
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