Integrating LEGO Through Engineering Design Process (EDP) Framework: Effects on STEM Students’ Conceptual Understanding and Self-Efficacy

Abstract

This study investigated the effects of integrating LEGO activities through the Engineering Design Process (EDP) framework on Grade 11 STEM students’ conceptual understanding and self-efficacy in learning intermolecular forces. The learning theories of constructivism, inquiry-based learning, and experiential learning were utilized in a mixed-methods research design. The participants were Grade 11 STEM students from a public senior high school during the academic year 2025–2026. Quantitative data were collected for a conceptual understanding test and the Chemistry Learning Self-Efficacy Scale (CLSES), while qualitative data were obtained through a students’ perception questionnaire embedded in the learning module. These findings revealed improvement in students’ conceptual understanding after exposure to the LEGO-integrated module, particularly in London dispersion forces, dipole–dipole interactions, and hydrogen bonding. In addition, students determined increased self-efficacy in terms of mastery experience, higher-order thinking, science communication, and daily science application. Qualitative results further indicated that students perceived the activities as engaging, and helpful in visualizing abstract concepts. The study concludes that usage of LEGO through the EDP framework effectively increases cognitive and affective learning outcomes. This approach provides a meaningful experience for improving science education and addressing challenges in teaching abstract chemical concepts.