Effectiveness of the THINK Module in Teaching and Learning Health Education Based on the STEM Approach for Primary School Students

Thinagaran Thyegarajan and Mohd Izwan Shahril
Additional contact information
Thinagaran Thyegarajan: Faculty of Sports Science and Coaching, Sultan Idris Education University, Perak, Malaysia
Mohd Izwan Shahril: Faculty of Sports Science and Coaching, Sultan Idris Education University, Perak, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 3893-3901

Abstract: This study aims to develop a project-based learning module integrated with the concepts of Science, Technology, Engineering, and Mathematics (THINK Module) for the Year 5 Health Education subject using a modified Design and Development Research (DDR) approach. The developed THINK Module achieved a high approval percentage of 90% for validity and demonstrated high reliability, with a Cronbach’s Alpha reliability index of 0.935. The effectiveness of the THINK Module in enhancing Higher-Order Thinking Skills (HOTS) and 21st-century skills was evaluated in the assessment phase using a pre-experimental one-shot case study involving three types of daily primary schools in the Seberang Perai Tengah district, Penang. The schools were randomly selected, and the study sample comprised three teachers and 93 students. A ten-week intervention program based on the THINK Module was implemented to assess its impact using the HOTS test and the M-21CSI questionnaire. The overall mean score for the HOTS test was recorded at M = 70.60, indicating a good level of HOTS mastery among students across all three schools. Meanwhile, the overall mean score for the M-21CSI questionnaire was M = 4.19, signifying a high level of 21st-century skill mastery. The results of the ANOVA test for HOTS mastery levels across the three schools indicated no significant differences at p > 0.05, F(2,90) = .181, p = .835. Similarly, data analysis for 21st-century skill mastery levels across the three schools showed no significant differences at p > 0.05, F(2,90) = .725, p = .487. The Pearson correlation coefficient, r, for the relationship between HOTS and 21st-century skills was .024 (r = .024), suggesting that the two variables did not exhibit a positive relationship and were not correlated. In conclusion, the implementation of the THINK Module in teaching and learning processes significantly enhances students’ HOTS and 21st-century skills.

Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-2/3893-3901.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... ary-school-students/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-2:p:3893-3901

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().