THE EFFECTS OF STEM EDUCATION LEARNING MANAGEMENT SUPPLEMENTED WITH CONCEPT MAPPING ON LEARNING ACHIEVEMENTS AND SCIENCE PROCESS SKILLS FOR GRADE 4 STUDENTS

Abstract

The purposes of this research were to 1) compare the science learning outcomes of fourth-grade students before and after STEM-based instruction enhanced with concept maps; 2) compare the science skills of fourth-grade students before and after STEM-based instruction enhanced with concept mapping and 3) Study the satisfaction of Grade 4 students towards Stem Education Learning Management Supplemented With Concept Mapping. The Sample consisted of 30 grade 4 students in the first semester of the 2024 at Orawan School, by cluster random sampling. The research instruments were 1) lesson plans 2) the science achievement test had difficulty values between 0.58 - 0.77, discrimination values between 0.23 - 0.54 and reliability values was 0.95 3) the science process skills test had difficulty values between 0.62 - 0.77, discrimination values between 0.23 - 0.46 and reliability values was 0.91, 4) the satisfaction questionnaire. The statistics for data analysis comprised; mean, standard deviation, percentage, t-test for dependent samples. The results of this research found that ; 1) the science achievement of grade 4 students after learning was significantly higher than before at the .05 levels. 2) the science process skills of grade 4 students before learning was significantly higher than before at the .05 levels. 3)  The Satisfaction of Grade 4 students  towards Stem Education Learning Management Supplemented with Concept Mapping at a highest level