IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i8p6807-d1126372.html
   My bibliography  Save this article

An Experimental Study on the Implementation of a STEAM-Based Learning Module in Science Education

Author

Listed:
  • Ibrahim Arpaci

    (Department of Software Engineering, Faculty of Engineering and Natural Sciences, Bandirma Onyedi Eylul University, Balikesir 10200, Türkiye
    Department of Information Systems, Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

  • Muhammed Said Dogru

    (Araç Rafet Vergili Vocational School of Higher Education, Kastamonu University, Kastamonu 37150, Türkiye)

  • Hassan Kanj

    (College of Engineering and Technology, American University of the Middle East, Egaila 54200, Kuwait)

  • Nawaf Ali

    (College of Engineering and Technology, American University of the Middle East, Egaila 54200, Kuwait)

  • Mahadi Bahari

    (Department of Information Systems, Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

Abstract

Over the last decade, there has been notable academic interest in the multidisciplinary studies of science education with the emergence of STEAM. Accordingly, this study aimed to conduct an experimental study to explore the effectiveness of a STEAM-based space-themed learning module in science education taught to primary school students. The sample of the study was 6th- and 7th-grade students from the Central Anatolia Region of Turkiye. The experimental group consisted of 180 students, whereas the control group consisted of 94 students. The STEAM-based learning module was applied to the students in the experimental group, and the traditional lecture-based approach was applied to students in the control group. The traditional education and intervention lasted eight weeks. The chi-square test and one-way ANOVA were used to analyze the differences and associations between the variables. The results indicated that gender and academic achievement level were the two key factors determining the effectiveness of the STEAM-based learning module. The comparison of the pre-test and post-test scores indicated that the scores of the female students who participated in the module increased the most. This suggested that girls benefited more from the STEAM-based learning module than boys. Further, the lecture-based approach led to a decrease in some high-achieving students. The findings have implications for educational policymakers, curriculum developers, and syllabus designers.

Suggested Citation

  • Ibrahim Arpaci & Muhammed Said Dogru & Hassan Kanj & Nawaf Ali & Mahadi Bahari, 2023. "An Experimental Study on the Implementation of a STEAM-Based Learning Module in Science Education," Sustainability, MDPI, vol. 15(8), pages 1-12, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6807-:d:1126372
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/8/6807/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/15/8/6807/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Raquel Fernández-Cézar & Dunia Garrido & Melody García-Moya & Ariadna Gómezescobar & Natalia Solano-Pinto, 2020. "Equity or Stereotypes in Science Education? Perspectives from Pre-University Students," Sustainability, MDPI, vol. 12(22), pages 1-16, November.
    2. Muhammad Nawaz Tunio & Iffat Sabir Chaudhry & Sadia Shaikh & Mushtaque Ali Jariko & Mohsen Brahmi, 2021. "Determinants of the Sustainable Entrepreneurial Engagement of Youth in Developing Country—An Empirical Evidence from Pakistan," Sustainability, MDPI, vol. 13(14), pages 1-17, July.
    3. Jie Li & Heng Luo & Leilei Zhao & Min Zhu & Lin Ma & Xiaofang Liao, 2022. "Promoting STEAM Education in Primary School through Cooperative Teaching: A Design-Based Research Study," Sustainability, MDPI, vol. 14(16), pages 1-16, August.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. David Méndez & Miriam Méndez & Juana María Anguita, 2022. "Digital Teaching Competence in Teacher Training as an Element to Attain SDG 4 of the 2030 Agenda," Sustainability, MDPI, vol. 14(18), pages 1-13, September.
    2. Dieu Hack-Polay & Mahfuzur Rahman & Matthijs Bal, 2023. "Beyond Cultural Instrumentality: Exploring the Concept of Total Diaspora Cultural Capital for Sustainability," Sustainability, MDPI, vol. 15(7), pages 1-15, April.
    3. Erum Shaikh & Mohsen Brahmi & Pham Chien Thang & Waqas Ahmad Watto & Ta Thi Nguyet Trang & Nguyen Thi Loan, 2022. "Should I Stay or Should I Go? Explaining the Turnover Intentions with Corporate Social Responsibility (CSR), Organizational Identification and Organizational Commitment," Sustainability, MDPI, vol. 14(10), pages 1-16, May.
    4. María Teresa Alonso & Virginia Barba-Sánchez & María Teresa López Bonal & Hermenegilda Macià, 2021. "Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education," Sustainability, MDPI, vol. 13(18), pages 1-28, September.
    5. Kevin Reuther & Yngve Dahle & Carolin Schmidt & Franziska Schösser, 2023. "Motivational Facets of Sustainable Entrepreneurship: A Systematic Review and Future Research Agenda," Sustainability, MDPI, vol. 15(3), pages 1-23, January.
    6. Nadia A. Abdelmegeed Abdelwahed & Bahadur Ali Soomro & Naimatullah Shah, 2022. "The Role of Environment, Business and Human Behavior towards Entrepreneurial Sustainability," Sustainability, MDPI, vol. 14(5), pages 1-17, February.
    7. Addissie Melak & Seema Singh, 2021. "Women’s Participation and Factors Affecting Their Academic Performance in Engineering and Technology Education: A Study of Ethiopia," Sustainability, MDPI, vol. 13(4), pages 1-22, February.
    8. Muhammad Nawaz Tunio & Mushtaque Ali Jariko & Tom Børsen & Sadia Shaikh & Tania Mushtaque & Mohsen Brahmi, 2021. "How Entrepreneurship Sustains Barriers in the Entrepreneurial Process—A Lesson from a Developing Nation," Sustainability, MDPI, vol. 13(20), pages 1-17, October.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6807-:d:1126372. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.