The Results of the Learning Management Using STEM Activities on the Factors Affecting the Rate of Chemical Reactions to Promote the Chemistry Concepts Grade 11 Students at PSU Demonstration School (Secondary)

Abstract

This research aimed to: 1) compare students’ academic achievement before and after learning through STEM-based activities 2) compare students’ chemistry conceptions before and after learning through STEM-based activities and 3) investigate the satisfaction level of Grade 11 students at the PSU Demonstration School (Secondary) regarding the implementation of STEM-based learning activities. The sample consisted of 35 Grade 11 students from the Health Science Classroom Group 4. The research instruments included a STEM-based learning management plan, a test on factors affecting the rate of chemical reactions, a chemistry concept assessment, and a satisfaction questionnaire. The study employed a one-group pretest-posttest design. Data were analyzed using mean, standard deviation, and paired-sample t-tests.

The results showed that students who participated in STEM-based learning activities had significantly higher post-learning academic achievement and chemistry conceptions than before learning (**p < 0.05). Additionally, students’ overall satisfaction with STEM-based learning activities was at the highest level.