ABSTRACT
Transformation in education warrants the integration of STEM into project-based learning for promoting creativity among students. This study aimed to determine the validity and reliability of an integrated project-based STEM teaching and learning module (Pro-STEM) and evalute idts effects on the scientific creativity of grade five students. The modul was developed using the ADDIE instructional design model which consisted of six lessons and six project activities regarding life science, physical science and material science. Evaluation was conducted to determine the realibility, content validity and students perception of the learning module, which involved seven subject matter experts and 30 gred five students. Data were captured through students responces to two five-point Likert scale questionnaires, open-ended questios and a self-developed scientific creativity test. Finally, a pre-test and post-test non-equivalent control group quasi experiment design was employed to determine the effects of the Pro-STEM module. A total of 60 fifth graders from two primary schools were randomly assigned to the Pro-STEM group (n = 30) and control group (n = 30). The results of the module evaluation indicated good content validity and an acceptable realibility with a Cronbach’s alpha value of 0.65 to 0.87. The majority of students had moderately high positive perception (m = 4.37) that the activities in the Pro-STEM module enabeled them to: a) generate many ideas, b) generate unique ideas, c) expand ideas, d) think of a special topic and e) use information from multiple sources to complement sketches. The results of the paired sample t-test and indipendent t-test established the effects of the Pro-STEM module in all trait dimensions of scientific creativity. These findings show that the Pro-STEM module would represent a reliable, valid and effective learning module for fostering scientific creativity of fith graders.
