THE EFFECTIVENESS OF THE INTEGRATED STEM-PBL PHYSICS MODULE ON STUDENTS’ INTEREST, SENSE-MAKING AND EFFORT

Fauziah Sulaiman; Rosales JR., J. J.; Lee Jae Kyung

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THE EFFECTIVENESS OF THE INTEGRATED STEM-PBL PHYSICS MODULE ON STUDENTS’ INTEREST, SENSE-MAKING AND EFFORT

Title	THE EFFECTIVENESS OF THE INTEGRATED STEM-PBL PHYSICS MODULE ON STUDENTS’ INTEREST, SENSE-MAKING AND EFFORT
Publication Type	Journal Article
Year of Publication	2023
Authors	Sulaiman, F, Rosales JR., J. J., Kyung, LJ
Journal	Journal of Baltic Science Education
Volume	22
Issue	1
Start Page	113-129
Pagination	Continuous
Date Published	February/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	classical mechanics, integrated STEM, personal interest, physics module, Project-based learning, sense-making and effort
Abstract	Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students' personal interest and sense-making and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students' personal interest, and sense-making and effort after the intervention. The paper also highlighted the research's implications and suggestions.
URL	https://oaji.net/articles/2023/987-1676961125.pdf
DOI	10.33225/jbse/23.22.113
Refereed Designation	Refereed
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