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The Impact of a Sustainable Progressive STEAM Program on Primary School Students’ Critical Thinking Dispositions and Mathematics Achievements

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  • Hasan Küçük

    (Department of Educational Sciences, Faculty of Education, Eastern Mediterranean University, 99450 Famagusta, Türkiye)

  • Canan Perkan Zeki

    (Department of Educational Sciences, Faculty of Education, Eastern Mediterranean University, 99450 Famagusta, Türkiye)

  • Gökhan İskifoğlu

    (Department of Classroom Teaching, Faculty of Education, European University of Lefke, 99728 Lefke, Türkiye)

  • Hamit Caner

    (Department of Educational Sciences, Faculty of Education, Eastern Mediterranean University, 99450 Famagusta, Türkiye)

Abstract

This study, which was supported by a quantitative research paradigm with two experiments and two control groups of 4 × 4 quasi-experimental design, aimed to find out the impact of a sustainable progressive STEAM (SP-STEAM model) application model on 5th-grade primary school students’ critical thinking dispositions and mathematics achievements in North Cyprus. The treatment model was applied to two independent experimental groups for 14 weeks. The split-plot multiple group analysis of variance (split-plot ANOVA) statistical techniques was used to calculate between- and within-group significances regarding exogenous variables. The SPSS-24 software package was used for the analysis. The Pre-test and post-test results deriving from the experiment and control groups revealed a significant effect of the SP-STEAM model upon the 5th-grade primary school students’ critical thinking dispositions, as measured using the CCTDI, mathematic achievements, as well as measured using a dedicated exam. The results were discussed in detail in light of the related literature, with suggestions for further studies proposed.

Suggested Citation

  • Hasan Küçük & Canan Perkan Zeki & Gökhan İskifoğlu & Hamit Caner, 2023. "The Impact of a Sustainable Progressive STEAM Program on Primary School Students’ Critical Thinking Dispositions and Mathematics Achievements," Sustainability, MDPI, vol. 15(21), pages 1-23, October.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:21:p:15356-:d:1268699
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