Developing Opportunity-Expanding Schools’ (OES) STEM Education in Thailand

Background/purpose: This study is an experimental research project aimed at exploring and enhancing the implementation of integrated STEM (Science, Technology, Engineering, and Mathematics) education in opportunity-expanding schools (OES), which are defined here as schools serving economically and socially disadvantaged communities to provide equitable access to quality education. The research focuses on three main objectives: 1) to investigate the challenges and needs associated with organizing integrated STEM education in these schools, 2) to evaluate the effectiveness of integrated STEM learning activities delivered through academic services, with a target efficiency rate of 75%, and 3) to assess the satisfaction levels of stakeholders with the implementation of these integrated STEM learning activities.

Materials/methods: The sample group used in the research was 98 individuals, selected through purposive sampling. The research instruments consisted of 1) a set of 10 integrated STEM education learning activities, 2) a questionnaire on the problems and needs in organizing integrated STEM education learning in the opportunity expansion schools, 3) a problem-solving skill assessment form, and 4) a satisfaction assessment form.

Results: The research found that the important OES problems in organizing integrated STEM education learning are: 1) teachers' understanding and readiness in organizing integrated STEM education learning, 2) resources and equipment, and 3) policy support. Additionally, a clear advantage of the activities was that participants achieved a high level of engagement and interest (4.7), content accessibility (4.6), content understanding (4.5), and activity participation (4.5).

Conclusion: The results of evaluating the integrated STEM education learning activity set can develop students' problem-solving skills (PSS) in 4 components: 1) problem identification, 2) finding alternatives, 3) problem-solving planning, and 4) decision-making and implementation. The mean was 81.67%, higher than the 75% criterion. The satisfaction assessment results for the integrated STEM learning activities were at the highest level (4.6).

Keywords: educational inequality, opportunity-expanded schools, secondary school students, STEM, Thailand

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