Effects of Short-Term Stem Intervention on the Achievement of 9Th Grade Students in Mathematics

Amra Duraković 1) , Senior Teaching Assistant,
Dr. Dina Kamber Hamzić2), Assist. Prof.
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

Свързани статии:

Reflexive-Dative Constructions with Optative Meaning in Bulgarian ON THE NEED FOR PSYCHOLOGIZATION OF THE MODERN EDUCATIONAL PROCESS Специалността „Социална педагогика“ в академичното пространство на Югозападния университет „Неофит Рилски“ Strategies for Education Quality Management