Exploring the Effect of STEM Teaching Methods on Grade 9 Mathematics Students’ Conceptual Understanding and Performance Compared to Traditional Instruction at a Non-Traditional High School in Halfway Tree in St. Andrew
Abstract:
The ongoing dependence on conventional,
lecture-centric mathematics teaching in Jamaican secondary schools has been
linked to low levels of student engagement, restricted conceptual
comprehension, and inadequate problem-solving results, especially in non-traditional
high school environments. To address this issue, the present study sought to
evaluate the efficacy of STEM-oriented teaching strategies in enhancing Grade 9
students' conceptual grasp and performance in mathematics, in contrast to
traditional teaching methods. A mixed-methods research framework was utilized,
involving 58 Grade 9 students from a non-traditional high school located in
Half Way Tree, St. Andrew. During a five-day instructional timeframe, students
participated in both STEM-integrated lessons—incorporating visual tools such as
charts, graphs, and diagrams—and standard lecture-based instruction. Data
collection was conducted through weekly mathematics evaluations and structured
student surveys. Quantitative data were analyzed employing regression analysis
and one-sample t-tests. The results indicated that STEM-based instruction had a
statistically significant positive impact on student engagement, class
participation, and understanding of mathematical concepts. Regression analysis
revealed a moderate positive correlation between STEM variables and
instructional effectiveness, while t-test outcomes confirmed significant
differences favoring STEM instruction (p < 0.05). Despite facing challenges
related to insufficient teacher training and resource limitations, the study
concludes that STEM-focused teaching approaches are more effective than
traditional methods in improving mathematical learning outcomes. The findings
advocate for the incorporation of STEM pedagogy in mathematics education,
particularly in under-resourced and non-traditional school settings.
References:
[1].
Eshaq, H. A., 2024, The effect of using
STEM education on students’ mathematics achievement. Every, E., Ball, L., &
van Driel, J.
[2].
Ortiz-Revilla, J., Greca, I. M., & Arriassecq, I.,
2022, A
theoretical framework for integrated STEM education. Science & Education, 31(2),
383-404.
[3].
Felder, R. M., & Brent, R., 2024, Teaching and learning STEM: A practical guide. John Wiley & Sons.
[4].
Sevimli, E., & Ünal, E., 2022, Is the
STEM Approach Useful in Teaching Mathematics?
[5].
Foust, C., 2017, Traditional versus
Non-Traditional School Management: an Exploratory Analysis of the Impact on
High School Students' Academic Achievement.
[6].
Sirajudin, N., & Suratno, J., 2021,
Developing creativity through STEM education.
[7].
Jawad, L. F., Majeed, B. H., & AL Rikabi, H. T. S.,
2021, The
Impact of Teaching by Using STEM Approach in The Development of Creative
Thinking and Mathematical Achievement Among the Students of The Fourth
Scientific Class.
[8].
Dare, E. A., Keratithamkul, K., Hiwatig, B. M., &
Li, F., 2021, Beyond
content: The role of STEM disciplines, real-world problems, 21st century
skills, and STEM careers within science teachers’ conceptions of integrated STEM
education.
[9].
Rahman, N. A., Rosli, R., Rambely, A. S.,
& Halim, L., 2021, Mathematics Teachers' Practices of STEM Education.
[10]. Holmes,
K., Mackenzie, E., Berger, N., & Walker, M., 2021, Linking K-12 STEM
pedagogy to local contexts
[11]. Nagaraj, B. K., Kalaivani, A., Begum, S., Akila, S., & Sachdev, H.
K., 2023, The
emerging role of artificial intelligence in STEM higher education.
[12]. Kandaga, T., Dahlan, T., Gardenia, N., & Saputra, J., 2021, A
Lesson Study to Foster Prospective Teachers’ Disposition in STEM Education.
[13]. Huang,
Y. C., 2021, Comparison and contrast of Piaget and Vygotsky’s Theories.
[14]. Polanin, J. R., Austin, M., Taylor,
J. A., Steingut, R. R., Rodgers, M. A., & Williams, R., 2024, Effects of
the 5E Instructional Model: A Systematic Review and Meta-Analysis.
[15]. Mayombe, C., 2024, Promoting youths'
skills acquisition through experiential learning theory in vocational education
and training in South Africa
[16].
Taherdoost, H., 2022, What are the
different research approaches? Comprehensive review of qualitative,
quantitative, and mixed-method research, their applications, types, and limitations.
[17].
Noor, S., Tajik, O., and Golzar, J.,
2022, Simple random sampling. International
Journal of Education & Language Studies, 1(2), pp.78-82
[18].
Hasan, N., Rana, R. U., Chowdhury,
S., Dola, A. J., and Rony, M. K. K., 2021, Ethical considerations in research.
[19].
Liu, X., 2022, December.
Multivariate Linear Regression Method Based on SPSS Analysis of the Influencing
Factors of Urban Residents’ Exhibition Support.
[20].
Ali, P., and Younas, A., 2021,
Understanding and interpreting regression analysis.
[21].
Introduction to Linear Regression
Analysis, Fifth Edition. Douglas C. Montgomery, Elizabeth A., Peck, G. Geoffrey
Vining, John Wiley & Sons, Inc. Published 2012 by John Wiley & Sons,
Inc.
[22].
Skiera, B., Reiner, J., and Albers,
S., 2021, Regression analysis.
[23].
Chicco, D., Warrens, M. J., and
Jurman, G., 2021, The coefficient of determination, R-squared is more
informative than SMAPE, MAE, MAPE, MSE, and RMSE in regression analysis
evaluation.
[24].
Afifah, S., Mudzakir, A., and
Nandiyanto, A. B. D., 2022, How to calculate a paired sample t-test using
SPSS software: From step-by-step processing for users to the practical examples
in the analysis of the effect of the application of anti-fire bamboo teaching
materials on student learning outcomes.
[25].
Elsayed, A. M. A., 2022, SPSS.
[26].
Bakirci, H., Kirici, M. G., and
Kara, Y., 2022, The Effectiveness of STEM-Supported Inquiry-Based Learning
Approach on Conceptual Understanding of 7th Graders: Force and Energy Unit.
[27].
Diana, N., 2021, March. Analysis
of teachers’ difficulties in implementing the STEM approach in learning: A
literature review.
[28].
Syafril, S., Rahayu, T.,
Al-Munawwarah, S. F., Satar, I., Halim, L. B., Yaumas, N. E., and Pahrudin, A.,
2021, February. Mini review: Improving teachers’ quality in STEM-based
science teaching-learning in secondary school.
[29].
Hamad, S., Tairab, H., Wardat, Y.,
Rabbani, L., AlArabi, K., Yousif, M., Abu-Al-Aish, A., and Stoica, G., 2022, Understanding
science teachers’ implementations of integrated STEM
[30]. Bal, A. P., and Bedir S. G., 2021, Examining teachers' views on STEM education.
