Evaluating the Effectiveness of a Project-Based Learning Module (McodE) in Solar Still Projects

Abstract

This study evaluates the effectiveness of the McodE pedagogical module, a project-based learning approach, in enhancing computational thinking (CT) skills among STEM secondary school teachers through the integration of the Magnetcode application. Employing a case study design, 21 teachers participated in a virtual workshop that introduced the module, focusing on developing solar still projects as a platform for integrating STEM concepts and CT skills. The workshop emphasized ubiquitous learning environments and provided hands-on training with supplementary resources to support classroom application. Teachers applied the module in their classrooms, culminating in student project showcases that fostered creativity, problem-solving, and innovation. Data were collected through post-test questionnaires and observations of project showcases, and findings highlighted the module's success in integrating CT skills within STEM education. Teachers rated highly on the module’s clarity, usability, and relevance to real-world issues like global warming and water scarcity. The Magnetcode application supported coding integration, though technical aspects received slightly lower ratings, indicating areas for improvement. Overall, the study concludes that the McodE pedagogical module effectively enhances CT skills while fostering engagement and creativity in STEM learning environments.