The Impact of the STEM-Integrated Learning Model on Students' Academic Achievement and Attitudes Towards Science Courses

Year 2025, Issue: 57, 110 - 121, 02.06.2025

Ümmügülsüm Altun , Ümit Şimşek

https://doi.org/10.33418/education.1625962

Abstract

This study examines the effects of integrating STEM activities into the science curriculum on students’ academic achievement in the circulatory system topic and their attitudes toward science. This study was designed as a quantitative research and implemented using a pretest–posttest control group quasi-experimental design. This design is commonly employed in experimental research, as it s considered to provide a means to establish valid causal relationships through the control of extraneous variables. The study sample consisted of 40 sixth-grade students (Experimental group = 20 Control group = 20) from a middle school in Erzurum province during the 2022–2023 academic year. In the study, the Circulatory System Academic Achievement Test (CSAT) and the Attitude Scale Toward Science Course (ASSC) were employed to assess students' academic achievement and attitudes toward the science course. Following data collection, statistical analyses were conducted to examine group differences. T-tests, one-way analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were conducted. Based on the analysis results, the derived findings were systematically organized into tables and subsequently interpreted in a comprehensive manner. An effect size was also calculated for the ASSC. The research findings indicate a statistically significant difference in academic achievement between the experimental and control groups, favoring the experimental group. However, no statistically significant difference was observed in students' attitudes toward the science course.

Keywords

Circulatory System, Attitudes towards science course, STEM actıvıty

Ethical Statement

Ethics committee approval was obtained from Atatürk University Educational Sciences Ethics Committee (Date: 05.07.2022, Number: E-56785782-050.02.04-2200207614)

STEM ETKİNLİKLERİ ENTEGRE EDİLMİŞ ÖĞRENME MODELİNİN ÖĞRENCİLERİN AKADEMİK BAŞARILARI VE FEN BİLİMLERİ DERSİNE YÖNELİK TUTUMLARI ÜZERİNDEKİ ETKİSİ

Abstract

Bu çalışma, STEM etkinliklerinin fen bilimleri dersi öğretim programına entegre edilmesinin dolaşım sistemi konusundaki öğrenci akademik başarısı ve fen dersine yönelik tutumları üzerindeki etkilerini incelemektedir. Araştırma, nicel bir araştırma olarak tasarlanmış ve ön test-son test kontrol gruplu yarı deneysel desen kullanılarak uygulanmıştır. Bu desen, deneysel araştırmalarda yaygın olarak tercih edilmekte olup, dış değişkenlerin kontrol edilmesi yoluyla geçerli nedensel ilişkilerin kurulmasını sağlamaktadır. Araştırmanın örneklemi, 2022-2023 akademik yılı boyunca Erzurum ilindeki bir ortaokulda öğrenim gören 40 altıncı sınıf öğrencisinden (Deney grubu = 20, Kontrol grubu = 20) oluşmaktadır. Çalışmada, öğrencilerin akademik başarısını ve fen dersine yönelik tutumlarını değerlendirmek amacıyla Dolaşım Sistemi Akademik Başarı Testi (CSAT) ve Fen Dersine Yönelik Tutum Ölçeği (ASSC) kullanılmıştır. Verilerin toplanmasının ardından, gruplar arasındaki farkları incelemek için istatistiksel analizler gerçekleştirilmiştir. Bu kapsamda t-testi, tek yönlü varyans analizi (ANOVA) ve kovaryans analizi (ANCOVA) uygulanmıştır. Analiz sonuçları doğrultusunda elde edilen bulgular sistematik olarak tablolar halinde düzenlenmiş ve kapsamlı bir şekilde yorumlanmıştır. Ayrıca, ASSC için etki büyüklüğü hesaplanmıştır. Araştırma bulguları, deney ve kontrol grupları arasında akademik başarı açısından deney grubu lehine istatistiksel olarak anlamlı bir fark bulunduğunu ortaya koymaktadır. Ancak, öğrencilerin fen dersine yönelik tutumlarında istatistiksel olarak anlamlı bir fark tespit edilmemiştir.

Keywords

Fen bilimleri dersine yönelik tutum, dolasım sistemi, STEM etkınlıklerı

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