Effectiveness of Integrating STEM Education into Grade 8 Science Teaching and Learning Process

Abstract

Key elements of STEM education are integration of Science, Technology, Engineering and Mathematics into curriculum. The lowest mean score was achieved for sub-skill synthesis at a science national test in Sri Lanka. Therefore, the aim of study was to investigate effectiveness of STEM integration into science teaching learning process of selected schools in Wattegama Education Zone. Mixed methods approach and purposive sampling was done with 136 Grade 8 students. Quantitative data were collected from pre and post-test and analyzed using SPSS. Qualitative data were collected using activity sheets, interviews and analyzed thematically. Results showed STEM integrated activities enhanced student’s performance in school B and C (p< 0.05) except A (p >0.05). Independent sample t test showed post-test marks of experimental and control group of school A and C were not significantly different. Post-test marks of control and experimental group of school B were significantly different. Highest performance of students was shown in school B and it was not at a significant level in A and C due to crowded classrooms. There was no difference of science performance in school A, B and C (p >0.05) due to similar socio-cultural setting. The highest performed were male (B mean = 98.77), second highest was female (C mean= 97.94) and lowest was A (mean male =95.71 & mean female = 91.80) students respectively. So, male students and low number is influential, and Integration of STEM is successful to become professional teachers, expert students as lifelong learners.