Development of Scientific Process Skills and Learning Achievement on The Plant Structure Through STEM Education Biology Subject Mathayom 5 Students

Abstract

     The objectives of this research were 1) to study the effectiveness of STEM Education  learning management in developing integrated science process skills according to the 80/80 criteria, 2) to compare integrated science process skills on the topic of plant structure before and after the STEM Education  learning management, 3) to compare learning achievement on the topic of plant structure before and after the STEM Education learning management, and 4) to study the satisfaction of Mathayom 5 students towards learning through the STEM Education  learning management. The sample group used in the research consisted of 32Mathayom 5 students from Warin Chamrap School during the second semester of the 2024 academic year, selected by purposive random sampling. Research instruments used in the research included: 1) six STEM Education  learning management plans, with an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00; 2) an integrated science process skills test, administered pre- and post-STEM Education  learning management, consisting of 30 items and 4-choice multiple-choice with a reliability coefficient of 0.87, a difficulty index ranging from 0.05 to 0.75, and a discrimination index ranging from 0.29 to 0.57; 3) a learning achievement test, administered pre- and post-STEM Education  learning management, consisting of 30 items and 4-choice multiple-choice with a reliability coefficient of 0.93, a difficulty index ranging from 0.36 to 0.70, and a discrimination index ranging from 0.29 to 0.71; and 4) a satisfaction questionnaire for Mathayom 5 students regarding learning using the STEM Education  learning management with the IOC ranging from 0.80 to 1.00. The statistics used for data analysis were mean, standard deviation, and t-test.
     The research findings were presented as follows. 1) The effectiveness of the STEM Education learning management in developing integrated science process skills on the topic of plant structure was 87.75/86.88, which meets the 80/80 criteria. 2) The comparison of integrated science process skills on the topic of plant structure before and after the STEM Education learning management found that students' integrated science process skills after learning were significantly higher than before learning at .05, with the average scores before and after learning were 11.31 and 23.44, respectively. 3) The comparison of learning achievement on the topic of plant structure before and after the STEM Education learning management found that students' learning achievement after learning were significantly higher than before learning at .05, with the average scores before and after learning were 11.97 and 25.56, respectively. 4) The study of the satisfaction of Mathayom 5 students toward learning using STEM Education had a mean score of 4.64, which is overall at the highest level of satisfaction.