Instructional Design Model in order to the STEM Education for Developing Student's Learning Achievements and their Attitudes toward Science in Chemistry Classroom Environment

Abstract

The aims of this research were to develop an innovative instructional lesson plan based on the model of the STEM Education instructional designing model (STEM Model) with the effectiveness of processing and performance resulting outcomes to be effective (E1/E2) according to the criteria level of 70/70, to compare between students’ academic achievements of their pretest and posttest assessments with the STEM Model, to compare between students’ academic achievement of their posttest assessment and their standardized criterion of 70% threshold,  to assess students’ perceptions of their attitudes toward science after the STEM Model were administered, and to analyze the associations between students’ academic achievements and their attitudes toward science after the STEM Model were administered, completely. The sample target group consisted of 22 secondary students at the 11^th grade level in chemistry class from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling technique was selected.  Research instruments were composed of an innovative instructional lesson plan based on the concept of the STEM Model on the Rate of Chemical Reaction Issue was administered for a total of 16 hours in six weeks, which was reviewed by the 5-professional experts was very high appropriate, the 30-item Chemistry Achievement Test (CAT) was assessed, and students’ perceptions were assessed and adapted from the original of the 70-item Test Of Science-Related Attitudes (TOSRA) to the 21-item Science Attitude Assessment Model (SAAM). Statistically significant was analyzed with mean, percentage, standard deviation and testing the hypothesis with the Pearson’s correlation was used. The results of these research findings that following as: an innovative instructional lesson plan based on the model of the STEM Model with the effectiveness of processing and performance resulting outcomes to be effective (E1/E2) evidence of 78.41/74.24, which according to the criteria level at 70/70. The average means scores of students’ academic achievements of their posttest ( = 22.27, S.D. = 3.18) was a higher than pretest ( = 10.86, S.D. = 2.57) outcomes, statistically significant was differentiated between their pretest and posttest designs at the level of .05. Comparisons between students’ academic achievement of their CAT was a higher than standardized criterion of 70% threshold with the STEM Model, statistically significant was differentiated between their posttest designs and the criterion of 70% threshold at the level of .05, differently. Assessing students’ perceptions of their SAAM to the STEM Model indicated that of a high level and Cronbach alpha coefficient value was 0.88, validity.  Associations between students’ academic achievements and their attitudes toward science after using the STEM Model, the predictive efficiency (R²) value indicated that 86% of the variances in the CAT to their chemistry class were attributable to their SAAM, relatively.