STEM-Based Gear Activities for Enhancing Understanding and Satisfaction in a Thai Multi-Grade Engineering Class

Abstract

This study investigated the impact of a STEM-based hands-on gear activity on students’ conceptual understanding and satisfaction in a multi-grade engineering class (Grades 8–12) at Darunsikkhalai School (DSIL). The gear set was designed to reduce reliance on external materials while supporting instruction on gear ratios and the Engineering Design Process (EDP). A 19-item two-tier diagnostic test measured students’ knowledge. Scores for Grade 8–9 students increased from 11.82 (SD 4.08) to 17.18 (SD 7.54), while Grade 10–12 students improved from 18.72 (SD 6.36) to 24.94 (SD 8.53), results statistically significant (p < .001). Student satisfaction was assessed through a five-dimensional form, indicated improved satisfaction and deeper conceptual understanding. The findings suggest that integrating STEM instruction with hands-on activities can enhance learning, even in complex topics such as gear systems. This study contributes to curriculum innovation in STEM education within ASEAN contexts, underscoring value of responsive, resource-conscious teaching strategies.