A Comparison of the Effectiveness of STEM Learning and Imagineering Learning by Undergraduate Student in Computer Science
Journal Title: International Journal of the Computer, the Internet and Management - Year 2015, Vol 23, Issue 1
Abstract
This is a quantitative study was to compare the effectiveness of two different ways of learning, STEM learning (STEM: Science Technology Engineering and Mathematics) and Imagineering learning, to study samples of 60 were selected with the cluster-sampling method from the whole population of the fourth Computer Science students at RMUTT who studied in Semester 1 Academic Year 2014 and they took the compulsory course of Multimedia Technology. These samples were divided into two groups, one of 30 students with the STEM learning and the other of 30 students with the Imagineering learning. Each group was expected to have the same level of Multimedia Technology ability since they were in the same field of study. The data were collected from the samples’ responses to: 1) questionnaires (surveying of satisfied and learning attitudes), 2) learning behavior observation, and 3) creativities of portfolio assigned. The statistics used for data analysis in this research consisted of mean, standard deviation, and t-test for the effectiveness with STEM and Imagineering learning techniques. The summary of this research are students’ satisfaction and attitudes of STEM learning and Imagineering learning were highly satisfied. To difference analysis between Mean effectiveness of STEM learning students’ and Imagineering learning students’ with similar condition and content. The results were found out that STEM learning students’ had higher Mean effectiveness than the Imagineering learning students’ in statistical significance at .05. To analysis learning behavior between STEM and Imagineering learning, we used questionnaires and behavior observation in three issues: participation of students, learning enjoyment, and learning collaboration. This means the STEM learning students had higher overall learning than the Imagineering learning students in significantly different at the rate of .05. The assignment creativities’ of student between STEM and Imagineering learning techniques. These results were found to be statistically significantly different at the rate of .05. This means the Imagineering learning students had higher averaged creativity of portfolio assigned than the STEM learning students.
Authors and Affiliations
Julaluk Watthananon
Keywords
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