Abstract
Writing technical reports is an important ability to have in science, technology, engineering, and math (STEM) education. However, many high school students have trouble putting their thoughts together, presenting facts in a logical way, and using analytical thinking in writing. This research presents the FARRIS Framework (Framework for Assisting Report-writing and Reporting in STEM), a structured educational approach aimed at facilitating students in the methodical and practical development of technical reports. The framework has six steps that follow one after the other: Format, Arrange, Record, Reflect, Improve, and Submit. Each stage gives learners clear procedures to follow. The first step is to learn about the report structure and goals. The next stages are to collect and analyse the data, have a peer or instructor evaluate it, and then submit the whole report. The research was conducted in selected secondary STEM classrooms, where students were introduced to the FARRIS framework and assessed based on multiple criteria related to technical report writing proficiency. The findings demonstrate that the FARRIS Framework improves students’ capacity to clarify goals, properly present data, and critically reflect on experimental results. The findings indicate that the FARRIS model serves as an effective teaching tool for connecting actual experiments with organised report writing, presenting substantial implications for STEM education and technical training at the secondary level.
Keywords: FARRIS Model, Pedagogical Framework, Secondary Education, STEM, Technical Report Writing.