Amra Duraković 1),
Dina Kamber Hamzić 2)
1) University of Bihać (Bosnia and Herzegovina)
2) University of Sarajevo (Bosnia and Herzegovina)
https://doi.org/10.53656/math2022-3-3-eff
Abstract. The aim of this study is to examine the effect of the STEM approach on students’ achievements in processing teaching topics from Algebra. A quasi-experimental design was used with an experimental and control group. The research was conducted on a sample of 73 ninth-grade students (aged between 14 and 15). STEM approach was performed in teaching the experimental group, while the control group was taught in a traditional way. The obtained results showed that the STEM intervention had a positive impact reflected in significantly better results on the achievement tests. The girls performed better than boys on all tests.
Keywords: algebra; gender differences; STEM activities; STEM approach
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