Students’ engagement and their academic performance in STEM and Non-STEM elementary schools

Syed Ali  Ghawas; Dr. Farhat   Munir; Dr. Laila   Khalid

doi:10.71085/sss.04.02.264

Authors

Syed Ali Ghawas M.Phil Scholar, Department of Education, SSSH, University of Management and Technology, Lahore, Punjab, Pakistan Author
Dr. Farhat Munir Assistant Professor, Department of Education, SSSH, University of Management and Technology, Lahore, Punjab, Pakistan Author
Dr. Laila Khalid Assistant Professor, Department of Education, SSSH, University of Management and Technology, Lahore, Punjab, Pakistan Author

DOI:

https://doi.org/10.71085/sss.04.02.264

Keywords:

Academic performance, learning motivation, Student engagement, STEM education, non-STEM education, Teacher support

Abstract

Academic performance is connected to student engagement across different educational settings such as STEM versus non-STEM elementary schools. In this study, I explore the differences of student engagement and academic performance in STEM and non-STEM elementary schools. The study was a cross-sectional survey design using a quantitative approach. There was a population of 300 students made up of 300 students from non-STEM schools and 300 students from STEM schools. Extensive participation disparities across the two school types is highlighted by the study. The study finds students in STEM schools to be more motivated, class participative, which also results in having more interaction with teachers and peers, as well as better academic performance in general. Active, inquiry based teaching methods and incorporation of common modern technology in STEM settings are associated with these outcomes. On the other hand, non-STEM schools have lower engagement levels than STEM schools, specifically in peer collaboration and support from teachers. Consequently, the study concludes that non-STEM schools should adopt STEM pedagogies, develop their teaching infrastructure and present the curriculum reform, teacher training and the allocation of resources that ought to improve learning experiences in all educational contexts.

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