International Journal of Research in STEM Education

Unveiling the Power of Educational Mathematics Applications as Formative Assessment Tools: A Multiple Case Study

Jay Fie Paler Luzano — 2024-05-05

This study explored the experiences of the second-year students of Bukidnon State University on their utilization of Symbolab and Photomath applications as formative assessment tools in their calculus studies. This study utilized the data source triangulation method in collecting data based on interviews, observation of interaction, and document analysis (Carter, Bryant-Lukosius, DiCenso, Blythe & Neville, 2014). The data were collected through face-to-face and virtual interviews using a semi-structured interview guide. Thematic analysis was utilized for data analysis. Findings revealed four (4) themes: (1) Learning Support in Mathematics, (2) Ethical Use of Math Applications, (3) User-Friendly Math Application Features, and (4) Accessibility and Inclusivity of Math Applications. This study recommends that students and teachers are urged to actively utilize these two (2) applications to enrich their learning experiences and expertise in calculus respectively.

Probing Experiential Learning Approach Effect on Critical Thinking Ability of Secondary School Students' in Biology

Izunna Nwuba — 2024-05-05

The study explored effect of Experiential Learning Approach (ELA) on secondary school students’ CTA in biology. The study is quasi-experimental, adopting the non-randomized control group design. 4755 senior secondary year 2 (SS2) students constituted the population. Multi-stage sampling procedure was employed to compose the sample size of 53 SS2 students. The sampled students who were in two intact classes were randomly assigned to experimental and control groups. Adapted Watson-Glaser Critical thinking appraisal (WGCTA) validated by experts with a reliability coefficient of 0.71 was used for data collection. Mean and SD were used in answering the research questions and ANCOVA to test the null hypotheses. Findings revealed that ELA enhanced students’ CTA in biology, irrespective of gender, more than CLM. As a result, the study concluded that ELA is a gender-inclusive strategy that improves students' CTA and then recommended that biology teachers should adopt ELA in classrooms to improve students’ CTA.

STEM Education and Labor Needs: Engineering Graduates in Ethiopia

Asmera Teshome — 2024-05-05

This study examined the alignment between the supply of STEM skills by higher education institutions and the demand for these skills in the labor market in Ethiopia, employing a mixed-methods approach. Quantitative data from 275 respondents were analyzed using mean, standard deviation, and paired sample t-tests, while thematic analysis was applied to qualitative data. The results revealed significant mismatches between the skills provided by educational institutions and those required by the labor market, with the greatest disparities found in generic skills, followed by technical and interpersonal skills, and the least in discipline-specific skills. The study highlights the urgent need for higher education institutions to enhance their collaboration with industry stakeholders to develop curricula that effectively address these gaps. Recommendations include conducting regular market needs assessments, integrating external expert lectures, and applying project-based learning to foster critical and innovative thinking skills among students, preparing them more effectively for employment.

Digital Citizenship, Values and Cultural Dynamism

J. Mitchell O'Toole — 2024-05-05

This paper examines the global shift towards digital citizenship triggered by COVID-19 and its role in mediating cultural tensions in a rapidly digitizing world. Utilizing mixed methods, the study draws from two projects: the first assesses the engagement of 315 Australian adolescents with values in their science education, and the second investigates digital citizenship practices among 303 university faculty members in Saudi Arabia. The findings highlight significant sociocultural differences in digital engagement and underscore the varying impacts of digital globalization across different educational and national contexts. The paper argues for a proactive educational strategy that encourages critical engagement with digital tools to navigate and reconcile these cultural dynamics effectively. By exploring the interactions between digital technology providers, users, and regulatory bodies, the study provides insights into the complexities of digital responsibility and the potential of education to foster a balanced digital citizenship. This approach suggests moving beyond mere technological integration to embrace a pedagogy that is responsive to the ethical challenges posed by global digital interactions.

Transforming Teaching Practices: The Impact of ICT-Infused Professional Development Workshops - A Case Study

Moleboheng Ramulumo — 2024-05-05

This study examines the effectiveness of Information and Communication Technology (ICT)-infused Teacher Professional Development (TPD) workshops in enhancing teaching practices and learning experiences within the Technological Pedagogical Content Knowledge (TPACK) framework. A qualitative research design was adopted to capture the experiences of a single teacher participant involved in these workshops. Findings from thematic analyses of interviews and observational data indicate that the workshops significantly improved teaching practices by aligning them with Bloom’s taxonomy and effectively addressing diverse student needs. However, the study revealed a lack of significant change in retention of electricity formulae among students, suggesting the need for varied instructional strategies. The study recommends broader incorporation of diverse teaching methodologies to meet evolving educational demands and to enhance effectiveness in STEM education. Despite its insights, the research calls for further investigation with a larger sample to better understand the widespread impact of ICT-infused TPD workshops across different educational settings.

Enhancing Students' Scientific Argumentation Skills through STEM-Based Problem Based Learning

Novianti Muspiroh — 2024-05-05

This study examines the efficacy of STEM-based Problem Based Learning (PBL) in enhancing scientific argumentation skills among students, focusing on respiratory system material. Employing a Quasi-Experimental Design, this research involved tests, observations, and questionnaires to assess the changes in students' scientific argumentation abilities. The study enrolled students from two classes, utilizing a purposive sampling technique to ensure comparability. Results indicated a significant improvement in students' scientific argumentation skills, with average scores increasing from 81.57% in the first meeting to 86.14% in the second meeting, categorized as very good. Additionally, statistical analysis revealed a notable difference between the experimental and control groups, with a p-value less than 0.05, confirming the effectiveness of the STEM-based PBL approach. The study suggests that integrating STEM into PBL can significantly enhance students' critical thinking and problem-solving skills, recommending wider application in educational settings to better prepare students for complex scientific challenges.

Inquiry-Based Science Education: Perspectives from Namibian Teachers

Tomas Shivolo — 2024-05-05

In the evolving landscape of secondary school science education in Namibia, there is a growing shift from traditional rote-learning methodologies toward inquiry-based instruction and practical work to foster deeper learner engagement and critical thinking skills. This study, utilizing a sequential explanatory mixed methods approach, investigates the perceptions and practices of Namibian secondary school teachers regarding the implementation of inquiry-based science education. Despite the national curriculum's strong endorsement of learner-centered approaches, findings indicate a discrepancy between policy aspirations and classroom realities. Many teachers continue to rely on traditional methods due to persistent challenges such as inadequate resources, insufficient professional development, and entrenched instructional habits. However, those teachers who have adopted inquiry-based strategies report enhanced student engagement and a more profound understanding of scientific concepts among learners. This paper underscores the necessity for targeted professional development and resource allocation to bridge the gap between educational policy and practice, ultimately aiming to enrich science education through effective inquiry-based learning environments.

Advancing Educational Practices: Insights from Global Innovations in Teaching and Learning

Airil Haimi Mohd Adnan — 2024-05-05

This editorial review consolidates findings from eight pivotal articles featured in the International Journal of Research in STEM Education, which collectively explore innovative educational strategies aimed at augmenting teaching efficacy and student learning outcomes. The synthesis covers a diverse range of approaches including ICT-infused professional development, STEM-based and problem-based learning, and the effects of inquiry-based instruction. Through comprehensive analysis, the review articulates how these methodologies enhance educational practices across various settings, advocating for their broader implementation. The paper emphasizes the critical role of adaptable teaching methods and the integration of technological and interdisciplinary strategies in contemporary education systems. It proposes actionable insights for educators and policymakers on leveraging these approaches to foster an educational environment that is both dynamic and inclusive.

STEM in Croatia: Americanization of Education in Decline

Alen Palijaš — 2024-05-05

This paper critically examines the adaptation of American STEM educational practices within the Croatian education system, assessing their suitability and effectiveness given the significant socio-economic and demographic differences between the two countries. Through comparative analysis, the study juxtaposes the STEM education frameworks of the USA and Croatia, utilizing data from educational policy documents, student performance records, and demographic statistics to explore the transposition of educational models. The findings indicate that the direct transplantation of American STEM educational strategies into the Croatian context has not been entirely successful, due to Croatia's unique industrial landscape and ongoing population decline. The study highlights significant disparities in the effectiveness of STEM education, which are exacerbated by these national differences. The implications of this research are twofold. First, it suggests that countries need to consider their specific industrial and demographic contexts when adopting foreign educational models. Second, the study raises concerns about the sustainability of the Croatian education system's approach to preparing students for future STEM careers. The results call for a reevaluation of policy strategies, suggesting that more localized adaptations of STEM education may be necessary to address the unique challenges faced by countries like Croatia.