Pakistan Journal of Life and Social Sciences
www.pjlss.edu.pk
Xiaowei Wang 1∗
, Thanin Ratana-Olarn 2
, Jirarat Sitthiworachart 3
1,2,3
School of Industrial Education and Technology, King Mongkut’s Institute of Technology Ladkrabang, Bangkok,
Thailand
Abstract:
The main aim of this research was to ascertain the requirements and
expectations of both students and educators concerning the microcontroller
course that integrates STEM education with the lipped classroom
instructional model, to ind out the effectiveness of the lipped model
in microcontroller course that integrates STEM education through an
experiment by comparing it to the traditional method in teaching the same
course and to analyze the opinions of both teachers and students about using
the lipped model in microcontroller course which its in STEM education.
It was a mixed-method research. A random selection process was employed
to choose 67 and 5 instructors from the Microcontroller Development
course. A pre-test was given, and after the intervention period, the
students were given a post-test mirrored the pre-test. The aim was to
measure any improvements or changes in the student’s abilities in DV1
and DV2, comparing their post-intervention capabilities to their baseline
levels. A semi-structured interview was used to collect qualitative data.
Thematic analyses were used to analyze the qualitative data, as MANOVA
statistics were used to analyze quantitative data. The study’s quantitative
and qualitative results suggest signiicant gains in understanding and
applying microcontroller technology concepts, with improved scores in
vital educational outcomes. Participants reported more active involvement
and collaboration, which aligns with the observed increase in conceptual
understanding and innovative thinking. These indings reinforce the lipped
classroom’s role as a valuable approach in modern STEM instruction.
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