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Purpose: The purpose of this study is to examine the effects of integrated Science, Technology, Engineering, and Mathematics (STEM) education on academic achievement in the science classroom.
Methodology: This study is a quasi-experimental using non-equivalent control group pretest-posttest design. Fifty-one Grade 8 students, taught by the same teacher, constituted the participants of this study. The study consisted of an experimental group that followed a STEM approach to education and a control group that was taught the usual way.
Results: The findings showed an encouraging improvement in the science achievement of the experimental group as compared to that of the control one. Students belonging to the experimental group demonstrated conceptual understanding of the topics covered by the assigned problems.
Practical Implications: An initial implication is that STEM education is a promising approach that, if properly implemented, facilitates meaningful learning.
Originality/Value: The problem/project-based way of teaching and learning allows students to appreciate the relevance of their school work to their own lives and the world around them. Besides the positive impact of STEM education on science achievement, the findings of this study revealed that a STEM approach is a promising approach in terms of developing conceptual understanding and promoting transfer of learning.
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