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

Ümmügülsüm Altun; Ümit Şimşek

doi:10.33418/education.1625962

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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

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

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)

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Details

Primary Language

English

Subjects

Science Education

Journal Section

Research Article

Authors

Ümmügülsüm Altun ^*
0000-0001-6733-9816
Türkiye

Ümit Şimşek
0000-0003-2010-9321
Türkiye

Early Pub Date

May 20, 2025

Publication Date

June 2, 2025

Submission Date

January 23, 2025

Acceptance Date

May 10, 2025

Published in Issue

Year 2025 Number: 57

DOI

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

IZ

https://izlik.org/JA54PB88DF

APA

Altun, Ü., & Şimşek, Ü. (2025). The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses. Educational Academic Research, 57, 110-121. https://doi.org/10.33418/education.1625962

AMA

1.Altun Ü, Şimşek Ü. The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses. Educational Academic Research. 2025;(57):110-121. doi:10.33418/education.1625962

Chicago

Altun, Ümmügülsüm, and Ümit Şimşek. 2025. “The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses”. Educational Academic Research, nos. 57: 110-21. https://doi.org/10.33418/education.1625962.

EndNote

Altun Ü, Şimşek Ü (June 1, 2025) The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses. Educational Academic Research 57 110–121.

IEEE

[1]Ü. Altun and Ü. Şimşek, “The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses”, Educational Academic Research, no. 57, pp. 110–121, June 2025, doi: 10.33418/education.1625962.

ISNAD

Altun, Ümmügülsüm - Şimşek, Ümit. “The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses”. Educational Academic Research. 57 (June 1, 2025): 110-121. https://doi.org/10.33418/education.1625962.

JAMA

1.Altun Ü, Şimşek Ü. The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses. Educational Academic Research. 2025;:110–121.

MLA

Altun, Ümmügülsüm, and Ümit Şimşek. “The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses”. Educational Academic Research, no. 57, June 2025, pp. 110-21, doi:10.33418/education.1625962.

Vancouver

1.Ümmügülsüm Altun, Ümit Şimşek. The Impact of the STEM-Integrated Learning Model on Students’ Academic Achievement and Attitudes Towards Science Courses. Educational Academic Research. 2025 Jun. 1;(57):110-21. doi:10.33418/education.1625962

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29929

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

Abstract

Keywords

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

Abstract

Keywords

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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