Abstract
Purpose – The integrated science, technology, engineering and mathematics (STEM) education has been reported to improve students’ science achievement. Nevertheless, few studies have focused on how this approach affected different ability groups. Lack of equity or the presence of achievement gap can be detrimental because they can reduce medium and low-ability students’ interest in science, which in turn can affect national development. Thus, the purpose of this study is to determine the main and the interaction effects of integrated science, technology, engineering and mathematics (ISTEMA) on students’ science achievement and how this approach affects students with different academic abilities. Methodology – The research adopted a 2x3 factorial design. The sample size consisted of 100 Nigerian science students from Year 11. A total of 51 students with different academic abilities (low, medium and high) were assigned randomly to an experimental group. The experimental group was taught genetics using a fivephased iterative ISTEMA process. Pre-test and post-test data were collected using 40 multiple-choice questions adopted from a national high-stakes examination. Analysis of covariance, paired sample t-test and one-way analysis of variance were utilised in the data analysis. Findings – Findings for research question one revealed a main significant difference in science achievement between year 11 students who learned using ISTEMA and those using traditional methods. No significant interaction effect was observed between the instructional approach and students’ academic abilities, that is, students’ academic abilities and the instructional approach did not interact to enhance students’ achievement. The findings for research question two indicated that high, medium and low academic-ability students benefitted; however, students with low academic abilities had the highest mean gain. Significance – Findings in this study have revealed empirically that the ISTEMA, as an instructional approach, has the potential to close the academic achievement gap. The findings may also serve as a guide for policymakers to promote STEM education in schools.
Highlights
Promoting meaningful and efficient learning of science has been an important objective of many educational systems (Kostiainen et al, 2018)
The data yielded an F(2, 48) = .60, P(0.54) > .05, no significant differences were observed between the high, medium and low academic-ability students instructed with ISTEMA
The present research has provided an understanding of classroom practices, especially in the implementation of the ISTEMA, to underline that all students can learn if the correct approach is utilised
Summary
Promoting meaningful and efficient learning of science has been an important objective of many educational systems (Kostiainen et al, 2018). The cultivation of meaningful and efficient science learning does not depend solely on teachers’ abilities and on instructional approaches and the learning environment (Karpudewan & Chong, 2017) because students respond differently to different instructional approaches based on their academic abilities. An instructional approach should involve and assist all students in achieving their desired learning objectives and increase science achievement. Focus should be given to instructional strategies that can address students’ learning differences. Thalib, Corebima, and Ghofur (2017) emphasised that educators should employ student-centred instructional approaches that will enhance mastery of the learning content whilst catering to individual learning differences
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
