Development of the Innovative Instructional Strategies Combined with the STEM Education and Brainstorming Techniques for Enhancing Students’ Learning Achievements and Transforming their Science Related Attitudes

Abstract

The purposes of this research were to evaluate and develop of An Innovative Instructional STEM Education Strategy Lesson Plan Combined with the Brainstorming Techniques (STEM & BTS) for enhancing students’ learning achievements and transforming their science related attitudes for secondary students at the 8^th grade level in science class on Light and Visible Light issue with the processing and performance resulting effective determinant criteria at the level of 75/75. Students’ learning achievements and their science attitudes to their pre and post assessing designs in the STEM & BTS were compared. Associations between students’ learning achievements of their posttest assessment with the STEM & BTS related attitudes were assessed. Administration of the sample size of 25 students at the 8^th grade level from Khatiyawongsa School under the Secondary Educational Service Area Office 27 was selected. The STEM & BTS composed of an innovative instructional lesson plan and 9 subunits in 15 hours on 5 weeks were instructed. Students’ learning achievements were assessed with the 50-item Learning Achievement Test (LAT) in four multiple choices. Students’ attitudes toward science were assessed of their perceptions with the 8-item Test Of Science-Related Attitude (TOSRA). Statistically significant was analyzed the data with foundational and advancing statics. The results of these research findings followed as: An innovative instructional STEM education strategy combined with the brainstorming techniques for enhancing students’ learning achievements and transforming their science related attitudes of six learning activities by the 3-Professional Experts with the Index of Item Objective Congruence (IOC), it has found that the IOC indicated of 0.88, students’ responses of their learning activities  were at the high level, and α-Reliability of the TOSRA was  0.79. The effectiveness of the innovative learning management lesson plan in form of the STEM & BTS (E1/E2) was 77.64/78.48, which has higher than the standardized determining criteria of 75/75. Students’ learning achievements of their pretest and posttest assessments with the LAT to the STEM & BTS with their posttest was higher than pretest, differently (ρ < .001). Students’ attitudes toward science were assessed with the TOSRA, the average mean scores with their post-attitude were higher than pre-attitude and statistically significant was differentiated, significantly (ƿ < .01). Associations between students’ learning achievements of their post-LAT their post-TOSRA toward science, the R² value indicated that 50% of the variance in students’ learning achievements of their science class was attributable to their post attitudes toward science in the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes and statistically significant was also found at the 0.01 level, relatively.