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The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort

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 sensemaking and effort. This research...

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Main Authors: Fauziah Sulaiman, Jeffry Juan Rosales, JR., Lee, Jae Kyung
Format: Article
Language:English
English
Published: ProQuest 2023
Subjects:
Q1-295 General
Online Access:https://eprints.ums.edu.my/id/eprint/35810/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/35810/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/35810/
https://doi.org/10.33225/jbse/23.22.113
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spelling my.ums.eprints.358102023-07-12T08:07:55Z https://eprints.ums.edu.my/id/eprint/35810/ The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort Fauziah Sulaiman Jeffry Juan Rosales, JR. Lee, Jae Kyung Q1-295 General 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 sensemaking 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 STEMPBL 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 postsurvey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students’ personal interest, and sensemaking and effort after the intervention. The paper also highlighted the research’s implications and suggestions ProQuest 2023 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/35810/1/ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/35810/2/FULL%20TEXT.pdf Fauziah Sulaiman and Jeffry Juan Rosales, JR. and Lee, Jae Kyung (2023) The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort. Journal of Baltic Science Education, 22 (1). pp. 113-129. ISSN 1648-3898 https://doi.org/10.33225/jbse/23.22.113
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic Q1-295 General
spellingShingle Q1-295 General
Fauziah Sulaiman
Jeffry Juan Rosales, JR.
Lee, Jae Kyung
The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort
description 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 sensemaking 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 STEMPBL 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 postsurvey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students’ personal interest, and sensemaking and effort after the intervention. The paper also highlighted the research’s implications and suggestions
format Article
author Fauziah Sulaiman
Jeffry Juan Rosales, JR.
Lee, Jae Kyung
author_facet Fauziah Sulaiman
Jeffry Juan Rosales, JR.
Lee, Jae Kyung
author_sort Fauziah Sulaiman
title The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort
title_short The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort
title_full The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort
title_fullStr The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort
title_full_unstemmed The effectiveness of the integrated STEM-PBL physics module on students’ interest, sense-making, and effort
title_sort effectiveness of the integrated stem-pbl physics module on students’ interest, sense-making, and effort
publisher ProQuest
publishDate 2023
url https://eprints.ums.edu.my/id/eprint/35810/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/35810/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/35810/
https://doi.org/10.33225/jbse/23.22.113
_version_ 1772812701948444672
score 13.211869

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