Supporting conceptual understanding of fifth grade mathematics students by integrating STEAM intensive activities in teaching area, perimeter and information handling

Abstract

The study was conducted to measure the impact of STEAM (Science, Technology, Engineering, Arts and Mathematics) based hands-on activities on 5th graders of a public school in Quetta. Two vast topics (Area & Perimeter and Information Handling) from mathematics curriculum were selected to carry out the intervention. Simple, cost effective and easy hands-on activities were prepared for the participants. A total of 69 students out of 136 participated in a 4-day STEAM activities session where they were allowed to learn through a different medium using art supplies as a tool for learning. Quasi experimental design was selected and analysis of the data collected through it showed that students not only enjoyed the session but their scores significantly improved at the end. The Mann-Whitney test conducted for the analysis for data sets of both sessions indicated that the p-value was greater than 0.05 in post-test as compared to pre-test hence allowing us to reject the null hypotheses in both cases. Engagement level of the students was also improved by the observation that they were helping each other with the tasks and showed keen interest in the activities. Students Engagement in Mathematics Scale (SEMS) proved that the students were more engaged in STEAM based session than their didactic lecture. Due to different staff members for different sections the interest level in mathematics subject differed. Use of more technology oriented supplies other than PowerPoint presentations would have allowed the students to discover and use newer advanced technology. It may have also enhanced their level of participation. For future research, more technology or gender focused hypotheses can be prepared.