Assessing the Effectiveness of Science, Technology, Engineering, and mathematics (STEM) Education on Students’ Achievement in Secondary Schools

Main Article Content

Abdul-Mumin Abdul-Rahaman
https://orcid.org/0009-0003-5372-079X
Thomas Nipielim Tindam

Abstract

The education community has become aware of the need to change the way STEM courses are taught because of the good effects STEM programmes have on students’ academic performance, attitudes, and interests as well as their communication and problem-solving abilities. STEM education is supposed to increase students’ conceptual understanding of how science and mathematics are interrelated so they can better understand engineering and technology. One of the long-term objectives of every educational institution is to raise students’ academic achievement. With the quasi-experimental research control design utilised, the study aims to examine the contribution of STEM education in secondary schools. Consequently, it utilises a multidisciplinary strategy for integrating STEM - to the field of STEM education, and discusses STEM literacy; factors influencing students’ engagement in STEM education; effective pedagogical practices, and their influence on student learning and achievement in STEM; and the role of the teacher in STEM education. Three essential components were found after a thorough analysis of the studies: (1) the importance of focusing on the secondary phase of schooling to maintain student interest and motivation to engage in STEM, (2) the implementation of effective pedagogical practices to increase student interest and motivation, develop 21st century competencies, and improve student achievement, and (3) the development of high-quality teachers to positively affect students’ attitudes and motivation towards STEM.

Metrics

Metrics Loading ...

Article Details

How to Cite
Abdul-Rahaman, A.-M., & Thomas Nipielim Tindam. (2024). Assessing the Effectiveness of Science, Technology, Engineering, and mathematics (STEM) Education on Students’ Achievement in Secondary Schools. EIKI Journal of Effective Teaching Methods, 2(2). https://doi.org/10.59652/jetm.v2i2.179
Section
Research Articles

References

Ashford, V. D. (2016). STEM after school programming: The effect on student achievement and attitude (Unpublished doctoral dissertation). Wingate University, Charlotte, NC.

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66–70.

Bahri, N. M., Suryawati E., & Osman, K. (2014). Students’ biotechnology literacy: The pillars of STEM education in Malaysia. Eura-sia Journal of Mathematics, Science and Technology Education, 10(3), 195- 207. https://doi.org/10.12973/eurasia.2014.1074a

Becker, K., & Park, K. (2011). Effect of Integrative Approaches among Science, Technology, Engineering and Mathematics (STEM) Subjects on Students’ Learning: A Preliminary Meta-Analysis. Journal of STEM Education: Innovations and Research, 12, 23-37.

Berland, L., Steingut, R., & Ko, P. (2014). High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply maths and science content. Journal of Science Education and Technology, 23(6), 705-720. https://doi.org/10.1007/s10956- 014-9498-4

Bricker, L. A., & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473- 498

Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387.

Brown, J. (2012). The current status of STEM education research. Journal of STEM Education: Innovations & Research, 13(5), 7-11.

Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. Arlington, VA: NSTA Press.

Chia, P. L., & Maat, S. M. (2018). An exploratory study of teachers’ attitudes towards integration of STEM in Malaysia. International Journal of Electrical Engineering and Applied Sciences, 1(1), 45-50. http://smk.ukm.my/erep/fail3.cfm?komp=TGG2018484

Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither opportunity, 47-70.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. https://doi.org/10.1016/j.tsc.2013.12.004

Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A. (2007). Reading Rescue: An effective tutoring intervention model for language minority students who are struggling readers in first grade. American Educational Research Journal, 44(2), 414-448.

Fang, Z., & Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. Journal of Educational Research, 103(4), 262-273.

Gomez, A., & Albrecht, B. (2014). True STEM Education. Technology and Engineering Teacher, 73(4), 8-16.

Hansen, M., & Gonzalez, T. (2014). Investigating the relationship between STEM learning principles and student achievement in math and science. American Journal of Education, 120(2), 139-171. https://doi.org/10.1086/674376

Hernandez, P. R., Bodin, R., Elliott, J. W., Ibrahim, B., Rambo-Hernandez, K. E., Chen, T. W., & de Miranda, M. A. (2014). Connecting the STEM dots: measuring the effect of an integrated engineering design intervention. International Journal of Technology and Design Education, 24(1), 107-120.

Herrenkohl, L. R., & Guerra, M. R. (1998). Participant structures, scientific discourse, and student engagement in fourth grade. Cognition and instruction, 16(4), 431-473.

Houssart, J. (2001). Rival classroom discourses and inquiry mathematics: ‘The whisperers’. For the Learning of Mathematics, 21(3), 2-8. https://flm-journal.org/Articles/5B1BF8BA6225CE55B7207A41D6CF82.pdf

James, J. S. (2014). Science, technology, engineering, and mathematics (STEM) curriculum and seventh grade mathematics and science achievement (Unpublished doctoral dissertation). Grand Canyon University, Phoenix, Arizona.

Judson, E. (2014). Effects of transferring to STEM-focused charter and magnet schools on student achievement. The Journal of Educational Research, 107(4), 255-266.

Koszalka, T. A., Wu, Y., & Davidson, B. (2007, October). Instructional design issues in a cross-institutional collaboration within a dis-tributed engineering educational environment. In the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2007, No. 1, pp. 1650-1657).

Kuenzi, J. J. (2008). Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. Congressional Research Service Reports, Paper 35, 1-35

Kulik, C. L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in human behavior, 7(1), 75-94

Lantz, Jr., H. B., Ed. D. (2009). Science, technology, engineering, and mathematics (STEM) education: What form? What function? https://www.uastem.com/wp-content/uploads/2012/08/STEMEducationArticle.pdf

Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59-68.

Machin, S., McNally, S., & Silva, O. (2007). New Technology in Schools: Is There a Payoff? The Economic Journal, 117(522), 1145-1167.

McCaslin, S. D. (2015). The influence of stem initiative programs for middle and high school students on female STEM college majors (Unpublished doctoral dissertation). Capella University, Minnesota, US.

Morgan, P. L., Farkas, G., & Wu, Q. (2009). Five-year growth trajectories of kindergarten children with learning difficulties in mathe-matics. Journal of Learning Disabilities, 42(4), 306-321. DOI: 10.1177/0022219408331037

Nasarudin, A, Halim, L., & Zakaria, E. (2014). VStops: A thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy. Eurasia Journal of Mathematics, Science & Technology Education, 10(3), 165-174. https://doi.org/10.12973/eurasia.2014. 1073a

Nathan, M. J., Srisurichan, R., Walkington, C., Wolfgram, M., Williams, C., & Alibalia, M. W. (2013). Building cohesion across repre-sentations: A mechanism for STEM integration. Journal of Engineering Education, 102(1), 77–116. https://doi.org/10.1002/jee.20000

National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Olivarez, N. (2012). The impact of a STEM program on academic achievement of eighth grade students in a south Texas middle school (Unpublished doctoral dissertation). Texas A&M University, Corpus Christi, Texas

Osman, K., & Saat, R. M. (2014). Editorial. Science technology, engineering and mathematics (STEM) education in Malaysia. Eurasia Journal of Mathematics, Science & Technology Education, 10(3), 153-154. http://smk.ukm.my/erep/fail3.cfm?komp=TGG2014397

Park, D., Park, M., & Bates, A. (2018). Exploring young children’s understanding about the concept of volume through engineering design in a STEM activity: A case study. International Journal of Science and Mathematics Education, 16(2), 275-294.

Shahali, E. H. M. S., Halim, L., Rasul, M. S., Osman, K., & Zulkifeli, M. A. (2017). STEM learning through engineering design, impact on middle secondary students’ interest towards STEM. Eurasia Journal of Mathematics Science and Technology Education, 13(5), 1189-1211

Shahali, E. H. M., Halim, L., Rasul, S., Osman, K., Ikhsan, Z., & Rahim, F. (2015). Bitara-STEM training of trainers’ programme: Impact on trainers’ knowledge, beliefs, attitudes and efficacy towards integrated STEM teaching. Journal of Baltic Science Education, 14(1), 85-95

Silvernail, D. L., Pinkham, C., Wintle, S. E., Walker, L. C., & Bartlett, C. L. (2011). A middle school one-to-one laptop program: The Maine experience. Gorham, ME: Maine Educational Policy Research Institute, University of Southern Maine.

Thomas, M. E. (2013). The effects of an integrated S.T.E.M. curriculum in fourth grade students’ mathematics achievement and attitudes (Unpublished doctoral dissertation). Trevecca Nazarene University, Tennessee, US.

Tolliver, E. R. (2016). The effects of science, technology, engineering and mathematics (STEM) education on elementary student achievement in urban schools (Unpublished doctoral dissertation). Grand Canyon University, Arizona, US

Tondeur, J., Cooper, M., & Newhouse, C. P. (2010). From ICT coordination to ICT integration: A longitudinal case study. Journal of Computer Assisted Learning, 26(4), 296-306.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of dyslexia, 60(1), 40-56.

Wilhelm, J. (2014). Project-based instruction with future STEM educators: An interdisciplinary approach. Journal of College Science Teaching, 43(4), 80-90.

Wong, H. K., & Wong, R. T. (2010). Developing and retaining effective teachers and principals. Mountain View, CA: Harry K. Wong.