scholarly journals Do Science, Technology, Engineering and Mathematics (STEM) Experimentation Outreach Programs Affect Attitudes towards Mathematics and Science? A Quasi-Experiment in Primary Education

Mathematics ◽  
2020 ◽  
Vol 8 (9) ◽  
pp. 1490 ◽  
Author(s):  
Raquel Fernández-Cézar ◽  
Dunia Garrido ◽  
Natalia Solano-Pinto
Keyword(s):  
School Environment ◽  
School Science ◽  
Outreach Program ◽  
Control Group ◽  
Outreach Programs ◽  
Program Effect ◽  
Science Technology ◽  
Attitude Towards Mathematics ◽  
Quasi Experimental ◽  
And Mathematics

Science, technology, engineering and mathematics (STEM) outreach programs have been widely studied in recent years considering their possible influence on future STEM career election aiming to counteract the observed decline in enrollment at university. Nonetheless, the presumed effect is not clear due to a lack of comparison with control groups. In order to fill this gap, a quasi-experimental design was adopted to analyze the effect of a STEM experimentation outreach program on 5th and 6th graders. The sample was composed by 453 students, (274 experimental group and 179 control group). The Auzmendi Scale of Attitude towards Mathematics Modified (ASMAm), and the attitude towards school science (ASSci), were used as instruments, and were administered before and after the intervention. The analysis was run with sex, type of school (state and state-funded schools), school environment (rural/urban), and teacher as potential factors. The results show that there is a program effect on the attitude towards mathematics, but not on the attitude towards school science. Regarding the factors, the program effect is associated neither with sex nor with rural/urban schools. However, the program had a more positive effect on the ASSci than on the ASMAm in the state schools, and is mediated by the teacher.

scholarly journals Design My Music Instrument: A Project-Based Science, Technology, Engineering, Arts, and Mathematics Program on The Development of Creativity

2022 ◽  
Vol 12 ◽  
Author(s):  
Li Cheng ◽  
Meiling Wang ◽  
Yanru Chen ◽  
Weihua Niu ◽  
Mengfei Hong ◽  
...  
Keyword(s):  
Elementary School ◽  
Divergent Thinking ◽  
School Science ◽  
Control Group ◽  
School Students ◽  
Science Technology ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Story Completion ◽  
Experimental Group

Creativity is an essential factor in ensuring the sustainable development of a society. Improving students’ creativity has gained much attention in education, especially in Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. In a quasi-experimental design, this study examines the effectiveness of a project-based STEAM program on the development of creativity in Chinese elementary school science education. We selected two fourth-graders classes. One received a project-based STEAM program (the experimental group, n = 33), and the other received a conventional science teaching (the control group, n = 33) over 6 weeks. Students’ creativity was assessed before and after the intervention using a multi-method approach, including a test of divergent thinking, a story completion through the Consensus Assessment Technique (CAT), a creative self-efficacy (CSE) measure, and a group-based creative project. Moreover, all students received a test of their science knowledge after the intervention. The results showed that compared with the control group, the creativity of the experimental group students improved significantly for 6 weeks at both individual and group level, even though their knowledge in science were comparable. This result confirmed the effectiveness of a project-based STEAM educational program improving elementary school students’ creativity. Implications are discussed.

scholarly journals Integrated project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM): its effect on science process skills

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 183-200
Author(s):  
Siti Nur Mufida ◽  
Diana Vivanti Sigit ◽  
Rizhal Hendi Ristanto
Keyword(s):  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Science Technology ◽  
Research Population ◽  
Quasi Experimental ◽  
E Learning ◽  
And Mathematics

This research aims to analyze the effect of the project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM) learning model on students’ science process skills. The PjBeL-STEAM learning model emphasizes on project activities with interdisciplinary through online learning. The research employs a quasi-experimental method with a pretest-posttest control group design. The research population includes students of grade X in ecosystem learning at one of public senior high schools in Jakarta Timur, Indonesia. The research sample consists of 72 students taken using purposive sampling. The main projects in PjBeL-STEAM learning include creating an animation of biogeochemical cycles and independent experiments. The research data on science process skills are collected using pretest and posttest questions. Students’ response to learning uses Likert scale instruments. The data analysis technique employs an Independent sample t-test. The research results indicate that the PjBeL-STEAM learning model provides better effects on science process skills than in control class. It is necessary to implement the PjBeL-STEAM learning model in online Biology learning to improve science process skills in better ecosystem learning.

scholarly journals Integrated project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM): its effect on science process skills

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 183-200
Author(s):  
Siti Nur Mufida ◽  
Diana Vivanti Sigit ◽  
Rizhal Hendi Ristanto
Keyword(s):  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Science Technology ◽  
Research Population ◽  
Quasi Experimental ◽  
E Learning ◽  
And Mathematics

This research aims to analyze the effect of the project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM) learning model on students’ science process skills. The PjBeL-STEAM learning model emphasizes on project activities with interdisciplinary through online learning. The research employs a quasi-experimental method with a pretest-posttest control group design. The research population includes students of grade X in ecosystem learning at one of public senior high schools in Jakarta Timur, Indonesia. The research sample consists of 72 students taken using purposive sampling. The main projects in PjBeL-STEAM learning include creating an animation of biogeochemical cycles and independent experiments. The research data on science process skills are collected using pretest and posttest questions. Students’ response to learning uses Likert scale instruments. The data analysis technique employs an Independent sample t-test. The research results indicate that the PjBeL-STEAM learning model provides better effects on science process skills than in control class. It is necessary to implement the PjBeL-STEAM learning model in online Biology learning to improve science process skills in better ecosystem learning.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

Utilization of Instructional Media and Academic Performance of Students in Basic Science

2018 ◽  
pp. 997-1007
Author(s):  
Stephen Oyeyemi Adenle ◽  
Jennifer N. L. Ughelu
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Control Group ◽  
Sample Population ◽  
Instructional Media ◽  
Visual Aids ◽  
Basic Sciences ◽  
Quasi Experimental ◽  
And Mathematics ◽  
The Impact

The use of instructional media is of vital importance for the teaching and learning of the basic sciences in primary and secondary schools, as it drives home the lesson point of the subject being taught and reduces stress for both teacher and student. The imaginative use of well-planned visual aids during classroom lessons does boost academic performances of students learning physics, chemistry, biology, and mathematics. This chapter investigates the impact of instructional media or design usage on the learning outcomes of students in the basic sciences in Lagos, Nigeria. The research design is Quasi-Experimental. The sample population consists of an experimental and a control group. The experimental group is taught with instructional media for a fortnight. The findings show that the use of instructional media positively impacted the learning outcomes of the students, thus highlighting the vital essence of using instructional media during lessons for enhancement of students' learning.

scholarly journals Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

2019 ◽  
Vol 103 (5) ◽  
pp. 1176-1205 ◽  
Author(s):  
Avner Caspi ◽  
Paul Gorsky ◽  
Rakefet Nitzani‐Hendel ◽  
Zacharias Zacharia ◽  
Sherman Rosenfeld ◽  
...  
Keyword(s):  
High School ◽  
School Science ◽  
Ninth Grade ◽  
High School Science ◽  
Science Technology ◽  
And Mathematics ◽  
Ninth Grade Students

scholarly journals Elementary Schools Working as Professional Learning Communities: Effects on Student Learning

2020 ◽  
Vol 13 (6) ◽  
pp. 1
Author(s):  
André Moulakdi ◽  
Yamina Bouchamma
Keyword(s):  
Elementary Schools ◽  
School Improvement ◽  
Student Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Control Group ◽  
Improvement Strategy ◽  
Stage Of Development ◽  
Quasi Experimental ◽  
And Mathematics

The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and mathematics) at both the beginning and the end of the first year of operation as a PLC. Our findings show a significant improvement in the students’ results between the pre- and post-test. The PLC was qualified as being in its initiation stage of development, when members focus on their students’ outcomes and collectively engage in solving the latter’s learning-related difficulties.

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