The effect of STEM activities on students’ academic achievement and problem solving skills: Matter and heat unit

Abstract

The aim of this study is to examine the effect of instructional design applications prepared in accordance with the Science, Technology, Engineering and Mathematics (STEM) approach based on the 5E model in the subject of “Matter and Heat” unit on the academic achievement and problem-solving skills of sixth grade students. The research was carried out with a mixed research design. In the quantitative dimension of the study, quasi-experimental design with pretest-posttest control group was used. The study group consists of sixth grade students in a secondary school located in the district center of a metropolitan city in the Mediterranean region. The “Matter and Heat” unit was explained through the STEM education course plan integrated in 5E learning model in the experimental group and through the current course plans as required by the curriculum in the control group. As a data collection tool, the “Matter and Heat Achievement Test” and the “Problem Solving Inventory” were applied to both groups before and after STEM education. In order to support the qualitative dimension of the mixed research, the “Semi-Structured Interview Form” was filled in to get the opinions of the students in the experimental group about STEM education and it was analyzed using descriptive statistics. As a result, it was determined that STEM education did not make a statistical difference in students’ academic performance and problem-solving skills. However, the opinions of the students revealed that STEM education increased student engagement in the course that classes were more fun with STEM education, and that using this education in classes would be better for student learning.

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

“…Therefore, the STEM-based learning environment designed in this study might have contributed to the students' deepening of their knowledge and, thus, their success due to engagement in engineering-based processes. However, unlike the findings of this study, some studies reported that STEM-based learning environments do not significantly affect the achievement variable (Bircan, 2019;Dumanoğlu, 2018;Hiğde & Aktamış, 2022;Nağaç, 2018;Neccar, 2019). Nağaç (2018) reported no statistical difference in achievement between STEM and curriculumbased learning environments at the 6th-grade level.…”

“…However, unlike the findings of this study, some studies reported that STEM-based learning environments do not significantly affect the achievement variable (Bircan, 2019;Dumanoğlu, 2018;Hiğde & Aktamış, 2022;Nağaç, 2018;Neccar, 2019). Nağaç (2018) reported no statistical difference in achievement between STEM and curriculumbased learning environments at the 6th-grade level. In addition, Nağaç (2018) stated that most participants did not answer the reason part of the two-tier test and underlined that this might be why the difference in achievement did not occur.…”

“…Nağaç (2018) reported no statistical difference in achievement between STEM and curriculumbased learning environments at the 6th-grade level. In addition, Nağaç (2018) stated that most participants did not answer the reason part of the two-tier test and underlined that this might be why the difference in achievement did not occur. Similarly, Neccar (2019) reported that the STEM learning environment did not make a statistical difference in achievement and underlined that the multiple-choice test used in her study might have caused this.…”

The effect of using STEM education on students mathematics achievement

“…This implies that STEM education goes beyond rote memorization and encourages students to apply what they learn in real-life situations. This type of education encourages the creation of creative projects within STEM domains (Nağaç et al, 2021). The hands-on approach allows students to apply their knowledge and problem-solving skills in innovative ways.…”

Innovating Education: A Comprehensive Review of STEM Education Approaches

“…Engaging in STEM subjects helps students develop a mindset geared towards inquiry, experimentation, and understanding complex systems (Hacioğlu & Gülhan, 2021;Topsakal et al, 2022). • Improved Academic Performance: Studies have shown that students engaged in comprehensive STEM education often perform better not only in science and mathematics but also in other academic areas, due to the interdisciplinary approach and emphasis on analytical skills (Eroğlu & Bektaş, 2022;Nağaç & Kalayci, 2021;Taşdemir, 2022). • Development of Technical Skills: STEM education equips students with specific technical skills, such as programming, data analysis, and scientific experimentation, which are increasingly important in the digital age (Baterna et al, 2020;Ow-Yeong et al, 2023).…”