Project based learning framework with STEAM methodology assessed based on self-efficacy: Does it affect creative thinking skills and learning achievement in studying fundamental computers?

Abstract

Students must grasp creative thinking as a crucial 21st-century talent to enhance learning achievement. Empirical research indicates that pupils' creative thinking skills and learning successes require enhancement and attention. This study examines the impact of a project based learning framework with STEAM methodology and self-efficacy levels on creative thinking abilities and learning achievement in primary computer education, focusing on computer architecture. A quasi-experimental pretest-posttest non-equivalent control group design was utilized to develop the research design. One hundred students were enrolled, of which 50 were divided into the experimental and control groups. Research data was collected using questionnaires and test devices. Student self-efficacy was assessed using a 44-item questionnaire, creative thinking skills were evaluated with a 10-question essay test, and student learning achievement was measured using a multiple-choice test. Data analysis entails the application of descriptive and inferential statistics, specifically using MANCOVA. Research indicates that implementing the project based learning framework with STEAM methodology is effective in enhancing students' creative thinking abilities and academic performance. Research shows that self-efficacy affects creative thinking skills and learning achievement differently. A p-value of less than 0.05 denotes this. The project based learning framework with STEAM methodology has been proven to help enhance creative thinking abilities and learn accomplishment through simultaneous and partial testing. This strategy is indicated for enhancing creative thinking skills and improving learning achievement.