Boolatan experiment

“Boolatan Experiment” is a simple, ready-to-do experiment, and an inquiry approach that helps rural primary school pupils in mastering the 12 science process skills as stipulated in the primary science curriculum. The “Boolatan Experiment” consists of 11 stations whereby pupils need to rotate to com...

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Main Authors: Junainah Jamaludin, Lay Yoon Fah, Crispina Gregory K. Han
Format: Experiment
Language:English
English
Published: AID Conference 2021
Subjects:
Online Access:https://eprints.ums.edu.my/id/eprint/31148/5/Boolatan%20experiment-ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/31148/2/Boolatan%20experiment.pdf
https://eprints.ums.edu.my/id/eprint/31148/
https://imicaidconference.weebly.com/imic-2021-e-proceeding.html
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spelling my.ums.eprints.311482021-11-25T08:55:38Z https://eprints.ums.edu.my/id/eprint/31148/ Boolatan experiment Junainah Jamaludin Lay Yoon Fah Crispina Gregory K. Han LB1501-1547 Primary education Q1-295 General “Boolatan Experiment” is a simple, ready-to-do experiment, and an inquiry approach that helps rural primary school pupils in mastering the 12 science process skills as stipulated in the primary science curriculum. The “Boolatan Experiment” consists of 11 stations whereby pupils need to rotate to complete the assigned experiments and worksheets. The integration of STEM concepts in this experiment includes measuring, recording, and observing (Science), counting, classify and arrange in patterns, measure volume of liquid (Mathematics), use of LCD to display slides and video in presenting ideas (Technology), and caution to control the amount of material ratio to affect the findings (Engineering). 33 rural primary school pupils from Sabah had conducted the experiments. Positive feedbacks were recorded from the science teachers and pupils involved. Rural primary school pupils’ performances in ‘Scientific Skill’ were measured at four timeintervals, i.e., pre-test, post-test 1, post-test 2, and post-test 3. The collected performance scores were analysed using the Repeated Measures One-Way ANOVA. The Greenhouse- Geisser value showed a significant difference in the performance scores before and after using the STEM- Science teaching module. Pairwise comparison results also showed that the achievement mean scores increased from 3.121 to 6.030 and the differences were found statistically significant at p <.05. Hence, it can be concluded that “Boolatan Experiment” can be used to enhance rural primary school pupils’ acquisition of science process skills and diversify the use of STEM activities in teaching science at rural primary school. AID Conference 2021 Experiment PeerReviewed text en https://eprints.ums.edu.my/id/eprint/31148/5/Boolatan%20experiment-ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/31148/2/Boolatan%20experiment.pdf Junainah Jamaludin and Lay Yoon Fah and Crispina Gregory K. Han (2021) Boolatan experiment. [Experiment] https://imicaidconference.weebly.com/imic-2021-e-proceeding.html
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic LB1501-1547 Primary education
Q1-295 General
spellingShingle LB1501-1547 Primary education
Q1-295 General
Junainah Jamaludin
Lay Yoon Fah
Crispina Gregory K. Han
Boolatan experiment
description “Boolatan Experiment” is a simple, ready-to-do experiment, and an inquiry approach that helps rural primary school pupils in mastering the 12 science process skills as stipulated in the primary science curriculum. The “Boolatan Experiment” consists of 11 stations whereby pupils need to rotate to complete the assigned experiments and worksheets. The integration of STEM concepts in this experiment includes measuring, recording, and observing (Science), counting, classify and arrange in patterns, measure volume of liquid (Mathematics), use of LCD to display slides and video in presenting ideas (Technology), and caution to control the amount of material ratio to affect the findings (Engineering). 33 rural primary school pupils from Sabah had conducted the experiments. Positive feedbacks were recorded from the science teachers and pupils involved. Rural primary school pupils’ performances in ‘Scientific Skill’ were measured at four timeintervals, i.e., pre-test, post-test 1, post-test 2, and post-test 3. The collected performance scores were analysed using the Repeated Measures One-Way ANOVA. The Greenhouse- Geisser value showed a significant difference in the performance scores before and after using the STEM- Science teaching module. Pairwise comparison results also showed that the achievement mean scores increased from 3.121 to 6.030 and the differences were found statistically significant at p <.05. Hence, it can be concluded that “Boolatan Experiment” can be used to enhance rural primary school pupils’ acquisition of science process skills and diversify the use of STEM activities in teaching science at rural primary school.
format Experiment
author Junainah Jamaludin
Lay Yoon Fah
Crispina Gregory K. Han
author_facet Junainah Jamaludin
Lay Yoon Fah
Crispina Gregory K. Han
author_sort Junainah Jamaludin
title Boolatan experiment
title_short Boolatan experiment
title_full Boolatan experiment
title_fullStr Boolatan experiment
title_full_unstemmed Boolatan experiment
title_sort boolatan experiment
publisher AID Conference
publishDate 2021
url https://eprints.ums.edu.my/id/eprint/31148/5/Boolatan%20experiment-ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/31148/2/Boolatan%20experiment.pdf
https://eprints.ums.edu.my/id/eprint/31148/
https://imicaidconference.weebly.com/imic-2021-e-proceeding.html
_version_ 1760230856579874816
score 13.18916