Science, Technology, Engineering, Agriculture and Mathematics (STEAM) Education and Students’ Academic Performance at Qingdao Yucai Middle School: A Correlational Study for Curriculum Enhancement Strategies
DOI:
https://doi.org/10.48017/dj.v11i3.4168Keywords:
Academic Performance, Correlational Study, Curriculum Development, Middle School Students, STEAM EducationAbstract
The demand for STEAM skills sets has been driven by evolving industry needs. This study explores the relationship between Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) education, highlighting the Agriculture component and its impact on students’ academic performance at Qingdao Yucai Middle School. This correlational study gathered 384 students, selected through stratified sampling to ensure representative sample. The findings reveal that the student body is predominantly aged 13-15 years, with a slight female majority. Assessments of STEAM education indicate a positive reception, with an overall mean score of 3.78, classified as "Effective." Academic performance across STEAM subjects is generally high, though scores in Agriculture are slightly lower compared to other areas. Additionally, the study found no significant correlation between students' assessments of STEAM education and their academic performance, indicating that perceptions of the curriculum do not necessarily predict academic results. Overall, the findings underscore the effectiveness of the current STEAM education program at Qingdao Yucai Middle School while highlighting areas for potential improvement. The uniformity in educational experience and the lack of significant correlation between curriculum assessment and academic outcomes suggest the need for targeted interventions to further enhance the practical impact of STEAM education.
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