STEM-Based Gear Activities for Enhancing Understanding and Satisfaction in a Thai Multi-Grade Engineering Class
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Keywords
Hands-on learning, gear ratio, Satisfaction, STEM, Two-tier test
Abstract
This study investigated the impact of a STEM-based hands-on gear activity on students' conceptual understanding and satisfaction in a multi-grade engineering class (Grades 8-12) at Darunsikkhalai School (DSIL). The gear set was designed to reduce reliance on external materials while supporting instruction on gear ratios and the Engineering Design Process (EDP). A 19-item two-tier diagnostic test measured students' knowledge. Scores for Grade 8-9 students increased from 11.82 (SD 4.08) to 17.18 (SD 7.54), while Grade 10-12 students improved from 18.72 (SD 6.36) to 24.94 (SD 8.53), results statistically significant (p < .001). Student satisfaction was assessed through a five-dimensional form, indicated improved satisfaction and deeper conceptual understanding. The findings suggest that integrating STEM instruction with hands-on activities can enhance learning, even in complex topics such as gear systems. This study contributes to curriculum innovation in STEM education within ASEAN contexts, underscoring value of responsive, resource-conscious teaching strategies.
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