What the study found
The study found preliminary evidence that a STEM-based instructional intervention using the Engineering Design Process was associated with improvements in some problem-solving skills and motivational measures for fourth-grade students in Oman. It also found no significant gains in self-efficacy or peer collaboration.
Why the authors say this matters
The authors conclude that the study underscores the value of culturally responsive, practice-based STEM pedagogy. They also suggest that contextualized, performance-based assessments can help examine students' cognitive and motivational development in primary STEM education.
What the researchers tested
The researchers used a quasi-experimental design with 118 fourth-grade students in Oman. One group received a STEM-based instructional intervention and the other followed a traditional science curriculum. The intervention used hands-on, inquiry-driven tasks tied to local environmental and cultural experiences, and the study compared outcomes by gender.
What worked and what didn't
The intervention showed preliminary improvements in the problem-solving dimensions of problem identification, planning, and production. It also showed gains in motivation-related factors such as responsibility and engagement. No significant gains were observed in self-efficacy or peer collaboration.
What to keep in mind
The abstract describes the findings as preliminary, so the results are limited to this study's context. It also does not provide additional limitations beyond noting that some outcomes did not improve.
Key points
- A STEM-based intervention was compared with a traditional science curriculum in fourth grade.
- The study reported preliminary improvements in problem identification, planning, and production.
- Motivational gains were seen in responsibility and engagement.
- No significant gains were found for self-efficacy or peer collaboration.
- The tasks were designed around local Omani environmental and cultural experiences.
Disclosure
- Research title:
- Contextual STEM teaching improved some problem-solving and motivation measures
- Authors:
- M. Al-Hinai, Mohamed A. Shahat, Ehab Omara, Mahmoud M. Emam, Sameh S. Ismail, Nabil Alhabsi, Khoula Zahir Alhosni, Mohammed Al-Amri, Amur Al-Yahmedi, Yasser M. Fawzy, Sulaiman M. Al‐Balushi
- Institutions:
- Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University
- Publication date:
- 2026-01-25
- OpenAlex record:
- View
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