Mater Naela, Daher Wajeeh, Mahamid Fayez
Department of Ecducational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine.
Department of Mathematics, Al-Qasemi Academic College of Education, Baqa P.O. Box 124, Israel.
Eur J Investig Health Psychol Educ. 2023 Jul 10;13(7):1229-1244. doi: 10.3390/ejihpe13070091.
The impact of STEAM (Science, Technology, Engineering, Arts, and Math) on pupils' learning has been increasingly highlighted recently. This study aims to shed light on the effect of STEAM activities based on experiential learning on ninth graders' mental motivation and learning. The present research adopted a mixed methodology (quantitative and qualitative). The study sample consisted of 90 students divided into three groups. The tools utilized in conducting the study included California Measurement Mental Motivation, and semi-structured interviews with (10) participants. The tools' validity and reliability were verified. After data were analyzed, the findings showed statically significant differences between students' post average scores regarding mental motivation due to teaching method, and in favor of the experimental groups (face-to-face STEAM activities, online STEAM activities). This provides tangible proof for the need to include STEAM activities in school curricula to enhance learners' curiosity, problem-solving skills and self-confidence through learning, as well as their task accomplishment ability.
最近，STEAM（科学、技术、工程、艺术和数学）对学生学习的影响越来越受到关注。本研究旨在揭示基于体验式学习的STEAM活动对九年级学生心理动机和学习的影响。本研究采用了混合研究方法（定量和定性）。研究样本包括90名学生，分为三组。开展本研究使用的工具包括加利福尼亚心理动机测量量表，以及对10名参与者进行的半结构化访谈。这些工具的有效性和可靠性得到了验证。数据分析后，研究结果表明，由于教学方法的不同，学生在心理动机方面的平均后测成绩存在统计学上的显著差异，且有利于实验组（面对面STEAM活动、在线STEAM活动）。这为将STEAM活动纳入学校课程提供了切实证据，以通过学习增强学习者的好奇心、解决问题的能力和自信心，以及他们完成任务的能力。
