Date of Publication
11-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Physics
Subject Categories
Curriculum and Instruction | Engineering | Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Lydia S. Roleda
Defense Panel Chair
Maricar S. Prudente
Defense Panel Member
Voltaire Mallari Mistades
Frederick Torralballa Talaue
Analyn N. Tolentino
Alfons Jayson O. Pelgone
Abstract/Summary
Scientific creativity is recognized as the foundation of social and economic progress, remaining invulnerable against technological advancements. Likewise, the new MATATAG Science Curriculum recently introduced engineering literacy as one of its overarching goals. This facilitates the integration of engineering design process (EDP) in STEM teaching aiming to develop engineering knowledge and skills among students. In view of this, the study examined the effectiveness of STEM-EDP and AI-STEM-EDP instructions on students’ conceptual understanding, engineering design performance, and scientific creativity. Using educational action research with the Plan-Do-Study-Act model, a purposive sample of 108 students were sequentially exposed to both approaches. In Cycle 1, the implementation of STEM-EDP approach led to significant improvement in conceptual understanding (z=-8.627, pConnecting Two Cities(S-CVI=0.96,α=0.945, M=4.53), Let There be Light (S-CVI=0.96,α=0.957, M=4.53), and Cold in a Bottle (S-CVI=0.96,α=0.891, M=4.70), which emerged to be highly valid, reliable, and well-received by Grade 12 STEM learners based on content validity index, Cronbach’s alpha, and mean perceptions. Cycle 3 revealed that the use of three AI-STEM-EDP modules substantially improved the students’ conceptual understanding of the three thematic Physics lessons involved in the modules. Likewise, further enhancements were observed with the AI-STEM-EDP modules, indicating additional gains in engineering design performance (z = 5.630, p < 0.05, r = 0.542) and scientific creativity (t = -2.806, p < 0.05, d = 0.270) using Wilcoxon signed-rank test, paired sample t-test, and computed effect size. The results demonstrate a positive trajectory in students’ outcomes from Cycle 1 to Cycle 3, highlighting continuous improvement. Thematic analysis of ChatGPT interaction logs and interview transcripts further uncovered the roles assumed by ChatGPT during the implementation of AI-STEM-EDP modules, which includes providing information, generating ideas, solving problems, and offering feedback and evaluation. The study concludes that the integration of theoretical knowledge through EDP framework, coupled with Generative AI, significantly improves learning outcomes. These findings underscore the potential of incorporating AI technologies and structured design processes to foster critical skills, thereby contributing to more effective STEM education implementation.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Artificial intelligence—Educational applications; Instructional systems—Design; Engineering design
Recommended Citation
Panergayo, A. E. (2024). Artificial intelligence-integrated engineering design stem modules towards enhancing students’ scientific creativity. Retrieved from https://animorepository.dlsu.edu.ph/etdd_scied/31
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Embargo Period
11-2025
