Development of activity-based learning lesson for teaching basic electronic components using experiential learning theory

Abstract

This research aimed to 1) develop and evaluate the effectiveness of an activity-based learning lesson on basic electronic components based on experiential learning theory to meet the 80/80 criterion; and 2) compare the academic achievement before and after learning with the activity-based learning lesson. The participants were 3rd-year secondary school students from schools under the Bangkok Metropolitan Administration who volunteered to participate in the research. A total of 62 students were selected through a voluntary recruitment process for an extracurricular program. The research instruments included 1) an activity-based learning lesson on basic electronic components, consisting of five parts such as what's in an electrical appliance? what is a resistor? what is a diode? what is an LED?, and, what's in the mystery box?; and 2) an academic achievement test. Data were analyzed using mean, standard deviation, and independent samples t-test.
The results showed that 1) the activity-based learning lesson on basic electronic components based on experiential learning theory, was effective, achieving a criterion of 86.52/82.63; and 2) the academic achievement after learning was significantly higher than before learning at the .05 level. This research indicates that activity-based learning integrated with experiential learning theory can significantly enhance students' understanding of electronic components. This has implications for developing higher-order thinking skills and integrating knowledge across various disciplines, such as STEM.