Development of Lower Secondary Students’ Scientific Imagineering Ability by Using the Engineering Design Process with Board Game

Abstract

This research aimed to (1) compare the scientific imagineering abilities of lower secondary school students after participating in learning activities based on the engineering design process integrated with board games against the established criteria and (2) compare students’ scientific imagineering abilities before and after participating in such learning activities. The sample group consisted of 30Grade 7 students selected through simple random sampling from three eligible classrooms. The research instruments included (1) a student artifact and presentation assessment form used to address the first objective, (2) a scientific imagineering ability test used to address the second objective, and (3) six lesson plans based on the engineering design process integrated with board games. The findings revealed that students’ scientific imagineering abilities in the components of (1) imagination and (2) inquiry significantly increased after the learning intervention at the 0.05 level of statistical significance. The subcomponent with the highest post-learning mean score was brainstorming, with a mean score of 2.93(SD = 0.25). This subcomponent also showed the smallest difference between pre-learning and post-learning mean scores, with scores increasing from 2.50 (SD = 0.50) to 2.93 (SD = 0.25), respectively. The greatest improvement was found in the subcomponent of feasibility analysis, in which the mean score increased from 1.33 (SD = 0.60) to 2.87(SD = 0.34). Regarding the components of (3) design, (4) development, (5) presentation, and (6) evaluation, the overall scientific imagineering abilities of the students in each component were found to be at a high level, with mean scores ranging from 2.4 to 2.9, representing 80.00–96.67 percent, which exceeded the established criterion of 80 percent in all aspects.

Keywords: Scientific Imagineering, Engineering Design Process, Board Game