The The Effectiveness of Technology-Project-based Learning (TPBL) Module in Fostering Children’s Creative Thinking Skills Through Science Education

Abstract

Early science learning has the potential to enhance children's creative thinking skills through quality learning, but this requires well-structured activities and a supportive learning environment. The purpose of this study is to evaluate the effectiveness of the Technological-Project-based Learning (TPBL) Module in early childhood education to enhance the creative thinking skills of children. This study employed a mixed-methods design, where qualitative data was collected using interview instruments and quantitative data was gathered using pre and post-tests. The study involved 2 preschool teachers and 50 preschool children. After an 8-week intervention, the findings revealed a significant positive change in the mean score of children's thinking skills in the treatment group, with the average pre-test score of M = 32.60 and a post-test score of M = 55.16. Additionally, the results indicated a significant difference between the treatment and control groups based on the post-test, with p < 0.05 = 0.001. A p-value below 0.001 signifies that this outcome is exceedingly improbable to have arisen by chance. Furthermore, interview data indicated that participants found the TPBL module to be a highly impactful initiative in enhancing their creative thinking skills, as it involved engaging projects and allowed them to make decisions collaboratively with peers. These implications encourage schools to provide technological learning materials to ensure quality science education, in line with 21st-century education standards.