Asia Research Network Journal of Education

Developing STEM Education Learning Activities for Thai Kindergarten School Students

2024-08-26T21:21:50+07:00

This paper aimed to clarify the developing STEM education learning activities for kindergarten school students (4-5 years old). In order to visualize how to provide STEM learning activities for kindergarten school students, the unit of how we can build Khon Kaen Central Plaza shopping center will be clarified. Then, the developing STEM education unit will be clarified through the 7 steps of Sutaphan and Yuenyong (2019) STEM pedagogy. These steps include (1) Identification of social issues, (2) Identification of potential solution, (3) Need for knowledge, (4) Decision-making, (5) Development of prototype or product, (6) Test and evaluation of the solution, and (7) Socialization and completion decision stage. The paper will clarify details of what and how to organize kindergarten school student learning activities regarding on 7 steps of STEM pedagogy. Based on the local issue, the learning activities may allow students to practice from everyday life and careers as what they play or find the way of construction. On the way of their playing, they will learn not only science, technology, engineering and mathematics but also language, art and music. Students also will be enhanced to gain their communication, analytical thinking, social, technological, mathematical and scientific skills.

Learning Gap Analysis: The Case of Academic Track Senior High School Students in Misamis Oriental, Philippines

2024-08-30T22:10:59+07:00

This study aimed to explore the significant relationship between learning gaps and students' academic performance, focusing on observations made by teachers among students under the academic track. Data were collected through interviews with forty-one responses out of eighteen teachers, encompassed observed learning gaps, factors influencing these gaps, student academic performance (average grade), and interventions. Predominantly, knowledge-related gaps constituted 70.73%, motivational gaps at 29.27%, skills gaps at 34.15%, communication gaps at 12.20%, and environmental gaps at 7.32%. The primary factor contributing to learning gaps, identified by 48.78% of respondents, was a “lack of focus”, while 43.90% cited a “lack of motivation”. Prominent concerns affecting students included family issues (26.83%), frequent class absences (17.07%), learning disabilities (14.63%), antisocial behavior (14.63%), low family income (12.20%), and stress (7.32%). Teacher attitude/personality and the sudden shift to virtual learning due to the pandemic accounted for 4.88% each. Despite existing learning gaps, none of the sampled students scored "74 and below," suggesting an absence of severe underperformance. The most prevalent performance category was "80-84 (Satisfactory)," encompassing 78.05% of respondents. With a Chi-Square value of 20.945 (p = 0.007, below the 0.05 threshold), a statistically significant correlation between learning gaps and academic achievement emerged, resulting in the rejection of the null hypothesis. Furthermore, the integrated intervention framework, incorporating various strategies, aims to comprehensively address learning gaps and foster a student-centric approach in closing these gaps.

Developing a Model of Hybrid Learning Management in Conjunction with Effective Visual Arts Learning Participation

2024-08-28T23:12:18+07:00

Hybrid learning management is a combination of traditional classroom learning with online learning. The key to organizing a hybrid learning classroom is to consider the needs and environment of both students and teachers to find an approach that can work together effectively. This paper highlights in developing a model of hybrid learning management in conjunction with effective visual arts learning participation from studying documents, exchanging knowledge, and evaluating models with experts. In this regard, a model of hybrid learning management of 7 elements includes 1) principles and objectives, 2) learning environment, 3) class community, 4) lesson design, 5) engagement and interactivity, 6) learning management process of preparation, finding real problems, finding ideas to solve problems, creative problem solving, finding recognition of work, and 7) assessment and feedback. The model to the highest level of validity, feasibility, appropriateness, and usefulness impacts the visual arts learning of the student's achievement to effectiveness.

A Quasi-Experimental Study on the Use of SPSS: An Aid to Obtain a Reliable Research Paper Among Grade 12 Senior High School Learners

2024-08-30T14:47:00+07:00

This research was undertaken to analyse the use of Statistical Package for Social Sciences (SPSS) software by adopting a quasi-experimental design in determining the substantial difference between the assessment results of both groups-controlled and experimental group. This research was carried out by the researcher to promote the use of the software or any statistical software to ameliorate the computer-skills of the learners as well as to provide an efficient method in the teaching-delivery particularly in teaching Practical Research 2 for the senior high school students. With the use of a quasi-experimental design and having identified the G-12 EIM students as participants for the experiment using purposive sampling, the researcher was able to successfully introduce the treatment to the experimental group. Using McNemar Test, a type of non-parametric tests, results were accurately analysed which revealed a significant difference between the pre-test and post-test scores suggesting that the treatment introduced significantly influenced their scores.

Developing the Entrepreneur Alcohol STEM Education Unit through Design Thinking Process

2024-08-21T08:42:04+07:00

The paper clarifies the process and content of STEM lesson plan development for Grade 10 students who are studying in Thailand school. The learning activities of entrepreneur alcohol STEM education unit was developed regarding the stages of design thinking that consist of 5 stages. These include Empathy, Define, Ideation, Prototyping and Testing. The unit will be organized 2 hours a week for 15 weeks. The activities of week 1 – 3 engage students how the company adopt the design thinking process for developing their products, systems, or services. The 4th week provides students with the scenario of the problem of creating products related to alcoholic beverages includes khao mak, liquor, beer, sato, wine, and shochu. The 5th week challenged students to find empathy related to alcoholic beverages. The 6th week was provided to visualize students’ understanding of demanding alcoholic beverages. The activities of week 7 – 8 were provided regarding the ideation to construct students’ scientific concepts about alcohol. The activities of week 10 – 13 were provided to scaffold students to develop and test prototypes about alcohol. The activities of week 14 – 15 were provided to support students to complete the prototype and presentation regarding business model canvas. The unit clarifies the scenario of lesson plan how to enhance students to develop prototypes regarding students’ understanding about problems and empathy. Students may apply STEM knowledge for designing prototypes about alcohol artifacts.