The Effects of STEAM Program Based on SDGs Class Participation Behavior, Class Interference Behavior and Science Academic Achievement of Students with Underachievers

Abstract

The purpose of his study was to study the effect of the SDGs-based STEAM program on the class participation behavior, class interference behavior, and science academic achievement of students with underachievers. The subject of this study was three underachievers in B middle school selected by convencience target sampling, and the experiment was conducted in the baseline, intervention, and maintenance stages by multiple baseline design across subjects among the single target research methods. The effect on scientific achievement was examined by conducting pre-tests. Classes applied to the SDGs-based STEAM program were conducted four times a week for a total of 12 weeks, and each session was conducted for 45 minutes during each science class and science-related topic selection time. The results were as follows. First, the SDGs-based STEAM programs showed a positive effect on the underachiever's participation in the class, and the total incidence of the undertaking's participation on the participant was increased and the intervention effect was maintained. Second, the STEAM program based on SDGs had a positive effect on reducing the incidence of class disturbance behaviors of underachievers. Third, the STEAM program based on SDGs had a positive effect on improving the academic achievement of underachievers. After the intervention of the SDGs-based STEAM program. The above findings suggest that the SDGs-based STEAM program should be applied to science-centered curriculum classes of under-achieved students because the SDGs-based STEAM program has a positive effect on students' learning behavior, class obstacle behavior, and science achievement.