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All Journal Journal of Digital Learning and Education Indonesian Journal of Multidiciplinary Research (IJoMR) Indonesian Journal of Teaching in Science International Journal of Ethnoscience and Technology in Education ASEAN Journal of Educational Research and Technology
Babalola, Ebenezer Omolafe
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Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Ethno-STEM Integrated Project-Based Learning to Improve Students' Creative Thinking Skills Babalola, Ebenezer Omolafe; Keku, Emmanuel
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.11308

Abstract

This study investigates the impact of integrating Ethno-STEM with project-based learning (PjBL) on enhancing creative thinking skills among secondary school students in Nigeria. Acknowledging the critical role of creativity in STEM education, the research addresses the gap between traditional teaching methods and the need for innovative approaches that foster creative thinking. Traditional STEM education, often characterized by rote memorization, has been criticized for not adequately preparing students to tackle real-world problems innovatively. The incorporation of Ethno-STEM into PjBL represents an avant-garde pedagogical strategy, aimed at bridging cultural knowledge with scientific inquiry, thereby making learning more relevant, engaging, and effective in developing creative problem-solvers. This quasi-experimental study, conducted over four months, involved 84 students divided equally into an experimental group, which experienced the Ethno-STEM integrated PjBL, and a control group, which continued with conventional curriculum. Creative thinking skills were assessed through pretests and posttests, focusing on fluency, flexibility, and originality. The results demonstrated a significant improvement in the creative thinking abilities of the experimental group compared to the control group, indicating that the Ethno-STEM integrated PjBL approach effectively enhances students' creative thinking skills. These findings underscore the potential of integrating cultural knowledge and project-based learning in STEM education to nurture innovation and creative problem-solving capabilities among students.
Co-Authors Adeyoola, Iyanuoluwa Adewumi Agarry, Rachael Ojima Aladesusi, Gboyega Ayodeji Alimi, Adebayo Emmanuel Animashaun, Victoria O. Ayoola, Desire Adunola Buraimoh, Oluwaseun Funmilola Ekunola, Gbadebo Temitope Issa, Ahmed Idris Keku, Emmanuel Obielodan, Omotayo Olabo Oludare, Precious Ize Olumorin, Charles Olabode Omolafe, Eyiyemi Veronica