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Abstract
This study aimed to explore the relationships between factors that affect learning and teaching in STEM education among Thai senior high school students. The study focused on four main factors: teacher learning design factor, student factor, teacher factor, and learning materials factor. A quantitative research design was used. Data were collected from 867 students in grade 10 to grade 12 from schools in Nakhon Sawan, Uthai Thani, and Chai Nat provinces during the 2024 academic year. The research instrument was a questionnaire with 57 items on a 5-point Likert scale. Statistical analyses included the Kolmogorov-Smirnov test, Shapiro-Wilk test, Kruskal-Wallis H test, pairwise comparisons analysis, and one-way ANOVA. The findings showed that the student factor, teacher factor, and learning materials factor had significant positive relationships with students’ perceptions of STEM education. Students who were more engaged, had effective teachers, and had access to good learning materials had more positive views of STEM learning. However, the teacher learning design factor did not have a significant impact, which may reflect Thailand’s traditional lecture-based teaching style. The study also found gender differences, especially in the perceptions of LGBTQ+ students compared to male and female students. These results suggest the need for student-centered teaching methods and better learning resources to improve student engagement in STEM education.
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Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 1, January 2026, Article No: em0252
https://doi.org/10.29333/pr/17795
Publication date: 26 Jan 2026
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