The Use of STEM-Based Learning Activities to Promote Computational Thinking of Grade 5 Students
Bibliographic record
Abstract
This study aimed to investigate the effects of STEM-based activities on grade 5 students’ science learning achievement, computational skills, and satisfaction with the learning experience. The study involved 30 grade 5 students in the Thai context, and data were collected through a learning management plan designed using STEM-based activities, a learning achievement test, a computational thinking test, and a satisfaction questionnaire. Mean scores, standard deviation, and a paired samples t-test were used to analyze the data. The results showed that STEM-based activities had a positive impact on grade 5 students’ learning achievement and computational thinking skills. Moreover, the students expressed a high level of satisfaction with the STEM-based activities, which provided an engaging and relevant learning experience. These findings contribute to the growing body of evidence supporting the effectiveness of STEM-based activities in promoting student achievement and satisfaction with the learning experience.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".