The effect of educational design based on the STEM approach on increasing problem-solving skills of sixth grade elementary school students

Subject Areas : Instructional Excellence of management

Mohammad reza Zainal Narjeh ¹ , Mohsen Roshanian Ramin ²

1 - Master's student in Educational Technology, Allameh Tabatabaei University, Tehran, Iran
2 - Faculty member, Educational Technology Department, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran

Received: 2025-01-19 Accepted : 2025-04-06 Published : 2025-06-20

Keywords: Instructional design, STEM approach, problem-solving skills, problem-based learning, elementary school,

Abstract :

In the modern era, the rapid transformations in science, technology, and society have made it imperative to revisit traditional educational approaches. One of the most essential 21st-century skills emphasized in global education frameworks is problem-solving. With the evident inefficiency of traditional teaching methods in cultivating this competency, researchers have increasingly focused on introducing innovative and interdisciplinary educational models. Among these, the STEM approach—an acronym for Science, Technology, Engineering, and Mathematics—has gained significant prominence due to its integrative, project-based, and problem-centered nature (Beers, 2011; Honey et al., 2014).

The aim of this study was to investigate the effect of instructional design based on the STEM approach on improving problem-solving skills among sixth-grade elementary school boys in Takestan County, Iran. The study was designed in response to the core research question: Can a structured STEM-based instructional program significantly enhance students’ problem-solving abilities compared to traditional instruction? A quasi-experimental research design was adopted using a pretest-posttest control group structure. The statistical population consisted of all sixth-grade male students in Takestan during the academic year 2024–2025. A sample of 60 students was selected through convenience sampling from one school and randomly assigned into experimental and control groups (30 students in each group).

The data collection instrument was the Problem-Solving Ability Questionnaire developed by Mohammadi and Sahebi (2001), consisting of 25 items rated on a five-point Likert scale (from “strongly disagree” to “strongly agree”), with total scores ranging from 25 to 125. Higher scores indicate higher levels of problem-solving ability. The reliability of this questionnaire was confirmed in multiple Iranian studies; for instance, Babapour (2002) reported a Cronbach’s alpha coefficient between 0.77 and 0.87, indicating acceptable internal consistency.

The experimental group underwent eight 45-minute training sessions designed based on the core components of the STEM approach. The instructional content integrated science concepts, engineering design, technology use, collaborative learning, and solving real-world problems through project-based tasks. Students actively engaged in analyzing data, designing solutions, building models, and presenting their findings, while the control group received regular instruction without any STEM-related intervention. Following the intervention, both groups completed the same problem-solving questionnaire as a post-test.

Data analysis was conducted using SPSS software, with both descriptive (means, standard deviations) and inferential statistics. Prior to ANCOVA analysis, the Kolmogorov–Smirnov test confirmed the normal distribution of data, and Levene’s test indicated the homogeneity of variances. The ANCOVA results showed a statistically significant difference in post-test scores between the two groups after controlling for the pre-test effect (F(1,58) = 46.25, p < 0.001). This finding confirms the effectiveness of STEM-based instruction in enhancing students’ problem-solving skills.

 

The results were then discussed in light of prior research. Studies by Jonassen (1999), Blumenfeld et al. (1991), and Kelley and Knowles (2016) similarly affirm the positive impact of integrated, project-based, and inquiry-driven instruction on developing cognitive skills such as problem-solving and critical thinking. In the Iranian context, findings were consistent with the works of Kadkhoda, Ahmadi, and Hamidi (2022) and Saeednia (2021), both of which emphasized the role of STEM education in fostering cognitive engagement and deeper learning in primary school students.

One notable innovation of this study was the development and implementation of a localized, structured STEM instructional protocol tailored to the Iranian elementary context. Unlike many prior studies that focused on high school students, this research uniquely addressed younger learners at a foundational stage of education, highlighting the adaptability and potential of STEM education in early schooling.

Despite its contributions, the study had certain limitations. The sample consisted solely of male students from one urban district, which may limit generalizability. Moreover, motivational or attitudinal variables were not explored. Future studies should include diverse populations (in terms of gender, geographic region, and socioeconomic background) and consider long-term effects of STEM instruction on students’ engagement, academic self-concept, and interest in STEM fields.

In conclusion, this study provides strong empirical support for the integration of STEM principles in elementary education. The findings suggest that active, hands-on, and collaborative learning experiences not only enhance students’ problem-solving abilities but also promote deeper engagement with scientific and real-world challenges. Educational policymakers, curriculum designers, school administrators, and classroom teachers are strongly encouraged to adopt STEM-based methodologies in order to equip students with the critical skills needed for future success. Facilitating learning through real-world inquiry, digital tools, team-based projects, and interdisciplinary thinking represents a strategic path forward for meaningful and effective education.

 

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