The Effects of STEM Education on Learning Achievement and Science Process Skills on Electricity of Sixth Grade Students

Abstract

The purposes of this research were to 1) compare both pre-learning and post-learning achievement with STEM Education of the students, 2) compare the
students’ scientific process skills from both pre-learning and post-learning with STEM Education, 3) compare the students’s learning achievement after STEM Education learning with 70 percent criteria, and 4) compare the students’ scientific process skills after STEM Education learning with 70 percent criteria. The samples consisted of 30 sixth grade students in the second semester of academic year 2019. They were randomly selected by using the cluster random sampling method. The research instruments included  1) a lesson plan using STEM Education (X= 4.59 S.D. = 0.56), 2) learning achievement test with 4 multiple choice answers, as a number of 30 items totally (IOC = 0.60-1.00, p = 0.38-0.78, B = 0.33-0.78, r_cc = 0.96), and 3) scientific process skills test with 4 multiple choice answers, as a number of 30 items totally (IOC = 0.60-1.00, p = 0.44-0.78, B = 0.34-0.65, r_cc = 0.85). The data were analyzed by using mean, standard deviation, t-test for dependent samples and t-test for one sample. The research findings were summarized as follows: 1) The post-test mean scores of students’s learning achievement and scientific process skills after learning with STEM Education were statistically significant higher than pre-test mean scores at the .05 level, 2) The post-test mean scores of students’s learning achievement and scientific process skills after learning with STEM Education were statistically significant higher than the 70 percent criteria at the .05 level.