International Journal of Research in STEM Education

A Systematic Review on Assessment in Inquiry-Based Science Education

Ayodele Ogegbo — 2025-06-07

Despite increased advocacy for the use of inquiry-based learning as part of innovative science teaching in various countries over the last decade, research on the assessment of inquiry-based instruction in science education has lagged, with few assessments being implemented and validated. Furthermore, there appears to be a lack of systematic assessment grouping in inquiry-based science education. This systematic review examines 53 empirical studies published between 1996 and 2022, guided by specific assessment design principles and coded using the existing inquiry-based learning framework to identify and categorize key features of inquiry assessment tasks. Results show that most studies adopted the National Research Council's inquiry framework and used constructed-response items as the dominant assessment form. It was also discovered that most studies assessed inquiry tasks at the exploration, interpretation, conclusion, experimentation, questioning, hypothesis generation, and communication sub-phase level. Finally, most of the inquiry assessments were administered via paper-based testing. However, some of the studies reviewed also delivered inquiry assessments using other platforms, such as computer-based, laboratory-based, and mobile device inquiry. Educational implications for future research include using performance-based assessment to comprehensively assess students' inquiry skills.

Exploring the Impact of Predictive Analytics and AI in STEM Education

Tai Ki Kim — 2025-06-07

The demand for STEM education is rising globally, yet high attrition rates among underrepresented groups remain a significant challenge. This paper explores the potential of predictive analytics and learning analytics (LA) to enhance student retention and success in STEM fields. Predictive analytics, leveraging vast datasets including academic performance, engagement metrics, and demographic variables, allows educators to identify at-risk students early and implement targeted interventions. Recent advancements in artificial intelligence (AI) have further transformed these predictive models, enabling real-time adaptation of learning materials and personalized support. However, ethical concerns regarding data privacy, algorithmic bias, and equitable access must be addressed to ensure all students benefit from these innovations. Through a systematic literature review of studies published between 2020 and 2023, this paper highlights the effectiveness of predictive analytics in improving STEM education outcomes while emphasizing the importance of inclusive practices. Ultimately, this research underscores the potential of predictive analytics to revolutionize STEM education, fostering a more equitable and supportive learning environment for all students.

A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics

Tomas Shivolo — 2025-06-07

This quantitative classroom intervention study investigates the effectiveness of using mnemonics to enhance conceptual understanding of the topic of proprieties of waves in physics among preservice teachers. The sample comprises 30 final year Natural Science & Health Education undergraduate students at a university in Namibia. The research aims to assess the impact of a targeted mnemonic intervention in grasping physics concepts. Participants’ initial conceptual understanding of the concepts in the topic of proprieties of waves in physics is evaluated through pre-intervention assessments. Subsequently, a carefully designed mnemonic-based instructional intervention is implemented over a defined period. Post-intervention assessments measure the effectiveness of the intervention, comparing the participants’ conceptual understanding before and after the mnemonic-based teaching. Potential findings revealed significant improvements in the participants’ conceptual understanding of the concepts in the topic of properties of waves following the intervention. The study also explores the participants’ feedback on the use of mnemonics, providing insights into their perceptions of its effectiveness as a pedagogical tool. This research contributes to the broader field of science education by offering evidence-based strategies to enhance the preparation of preservice teachers, particularly in the challenging domain of physics, ultimately fostering more effective and engaging teaching practices in the future.

The Influence of Implementing Process-Oriented Guided Inquiry Learning (POGIL) Model With Website Assistance To Improve Students' Logical Thinking

Alya Arthamevia Solehuddin — 2025-06-07

This study designed and evaluated the impact of the Process-Oriented Guided Inquiry Learning (POGIL) model, supported by the XPOGIEDU website, on enhancing logical thinking skills in programming (branching, looping) among 37 students of 10th-grade vocational high school. Using the ADDIE framework, the intervention integrated collaborative group work with rotating roles, guided inquiry via worksheets, and iterative problem-solving. Data from pre/post-tests, projects, and Technology Acceptance Model (TAM) surveys were analyzed using Excel and SPSS. Results revealed significant improvements in logical thinking, with an overall normalized gain of 0.71, particularly benefiting lower-ability students (e.g., 0.83 gain in logic tests vs. 0.61 for high performers). TAM evaluations reflected strong student acceptance, with perceived usefulness (87.75%), ease of use (85.59%), and positive attitudes (87.57%), validating the platform’s usability. However, limitations such as the short study restricted deeper trend analysis and engagement. Beyond programming, this study underscores POGIL’s potential as a scalable, equity-focused pedagogy for STEM disciplines requiring structured problem-solving (e.g., engineering, data science). The findings advocate for policy reforms prioritizing technology-enhanced inquiry models in vocational and general STEM curricula to bridge skill gaps. Educators should adopt flexible grouping strategies and digital tools to cater to diverse learner needs, while institutions must invest in teacher training for guided inquiry methods. Future research should extend intervention timelines, incorporate adaptive learning technologies, and explore cross-disciplinary applications to optimize long-term outcomes. By aligning pedagogical invention with stoner-centered design, this approach addresses global demands for critical intellects complete at navigating complex STEM challenges.

Qualitative indicators to evaluate the relevance and social impact of public university research in northwestern Mexico

Emilia Cristina González-Machado — 2025-06-07

Research’s relevance and social impact are essential criteria to evaluate if the research produced in universities fits society's wants and needs. There is a growing interest in these two elements that have increased publications that explore the most effective ways to evaluate research projects from this standpoint. There are various papers addressing evaluation from a statistical and bibliometric perspective. This paper delves into the experience of creating an evaluation for social relevance and social impact in research through a series of qualitative indicators brought about by consulting researchers themselves. The procedure was conducting six focus groups with 39 Autonomous University of Baja California researchers, organized by different fields of knowledge. The information submitted for analysis from the participants' discussions delved into their experience in both categories. The results point to 5 indicators linked to the relevance, 8 to the impact, 3 to the research ethics, and eight as proposals for the institution. They pointed out the need for a flexible evaluation to discern the differences between academic disciplines. Likewise, they stress the need to further cooperation between researchers and the social and industry sector to counteract the Mexican government's current scientific investment reduction. Finally, they underline the importance of university spaces for disseminating and divulging research results and products.

The pedagogy of troubleshooting in Electronics Engineering:

Jonathan Olanrewaju Fatokun — 2025-06-07

Troubleshooting a system or device is a fundamental requirement for an engineering career. Engineering faculty members, including lecturers and laboratory technicians, are responsible for equipping undergraduates with troubleshooting skills. However, faculty members in Science, Technology Engineering and Mathematics (STEM) education possess varying competency levels across their disciplines. In engineering education, the focus is particularly on engineering design. This study examined the perceptions of Electronics Engineering faculty members involved in teaching and training undergraduates, particularly regarding troubleshooting, one of the STEM-based core competency skills required in the electronics engineering industry. This research adopted an exploratory qualitative case study design conducted at a South African engineering university. Six faculty members were purposively selected and interviewed, four with previous industry experience and two without. The findings revealed that although faculty members recognized troubleshooting as a crucial STEM-based skill, particularly in engineering, they did not explicitly teach it as they did other competency skills. This study argues that engineering graduates may lack the necessary competencies for industry practice if troubleshooting skills are not integrated through appropriate explicit pedagogical strategies, such as inquiry-based learning, problem-based learning, and hands-on experiential methods supported by technology-enhanced learning tools. Aligning troubleshooting teaching with STEM pedagogies and leveraging educational technology, such as simulation-based learning, intelligent tutoring systems, virtual and remote laboratories, and AI-driven simulations, can enhance students’ ability to diagnose and resolve engineering problems effectively.

High School Learners’ Misconceptions in Genetic Engineering and their Possible Causes

Nthatisi Puputla — 2025-06-07

Several studies have explored learners’ misconceptions in genetics. However, few have explored learners’ misconceptions in genetic engineering, especially in the context of Lesotho. This study sought to find the common misconceptions learners hold about genetic engineering and their possible causes. The study employed qualitative case study in which convenience sampling was used to identify the participating school and class. A class of thirty-four learners and their teacher, participated. Data were gathered using observations, pre-test, post-test, and semi-structured interviews. Thematic approach was used to analyse and present data. The findings revealed that learners held misconceptions regarding the gene concept, Deoxyribonucleic acid (DNA) concept as well as language misconceptions pertaining to the process of isolation. The possible causes of learners’ misconceptions were identified as vast and unfamiliar scientific terminology, lack of teaching/learning resources, inadequate learners’ biology textbooks and teachers’ incompetence in genetic engineering content and the use of ineffective teaching strategies.

Effect of STEM Problem-Based Learning on Achievement in Basic Science among Secondary School Students

Dr VINCENT CHUKWUJEKWU DAVIDSON — 2025-06-07

This study was carried out to examine the effect of STEM Problem Based Learning on students’ achievement in Basic Science. This is in consideration of the fact that the Nigerian National Policy on Education provides that for a student to study any of the core science subjects at the Senior secondary school level, he must have to score a credit pass in Basic Science at Junior Secondary School level. Without a credit pass in any of the science subjects that make up Basic Science (Biology, Chemistry and Physics), a student cannot study any of the course in science, technology, engineering or mathematics at the tertiary education level. Unfortunately, literatures show that there is massive failure of students in Basic Science especially at the Basic Education Certificate Examination. This study is guided by three research questions and three research hypotheses. The population for this study is junior secondary school form 2 students of Nsukka local government area of Enugu State in Nigeria. The study used random sampling technique to sample schools and employed pre-experimental research design. The sample was sub-divided into two: low ability learners and high ability learners. Data was collected at two different periods (pretest and post-test) using an achievement test constructed by the researchers. The analysis was carried out using ANCOVA, Independent Sample T-test and Paired Sample T-test using IBM SPSS version 23. The results of the analysis showed that STEM PBL is a good strategy that can be used to increase students’ achievement in Basic Science.

Advancing STEM Education through Inquiry, Equity, and Cultural Relevance:

Faizal Akhmad — 2025-06-07

This editorial introduces the first issue of International Journal of Research in STEM Education (IJRSE) for 2025, presenting a diverse collection of nine articles, including empirical studies, conceptual analyses, and case-based research. The contributions span across seven countries—Korea, Namibia, the Philippines, Indonesia, Nigeria, Mexico, and Taiwan—representing four continents and fifteen institutions. This issue exemplifies a shared global commitment to address key challenges in STEM education through culturally grounded innovation, interdisciplinary pedagogy, and inclusive policy perspectives. Themes emerging from the articles include inquiry-based and project-based strategies, indigenous knowledge integration, differentiated instruction, equity in science learning, and STEM professional development. Together, these studies chart critical pathways for advancing quality, relevance, and access in STEM education, providing insights that are both context-specific and globally resonant.