Statistical Method to Assess Mathematical Skills of Primary School Students through STEM Education in Perspective of Block-Based Programming Scratch

M Asif Farooq; Noreen T; Mehmood T; Muhammad Qasim; Asif Mushtaq

doi:10.53103/cjess.v5i5.410

Authors

M Asif Farooq National University of Sciences and Technology, Pakistan
Noreen T National University of Sciences and Technology, Pakistan
Mehmood T National University of Sciences and Technology, Pakistan
Muhammad Qasim China University of Mining & Technology, China
Asif Mushtaq Nord Universitet, Norway

DOI:

https://doi.org/10.53103/cjess.v5i5.410

Keywords:

Mathematical Education, STEM, Scratch, Pedagogical Skills, Block Based Pro- Gramming

Abstract

In modern education the latest technologies accompanied with traditional teaching skills have enormous scope. Especially, in mathematical education the computational skills play a pivotal role. This paper presents the assessments made in mathematical education in relation to STEM and Scratch. Our goal is to investigate how the mathematical concepts like geometry, algebra when taught by new techniques based on visualization significantly improve the understanding of the primary school students. Our focus is on (a) emotional (b) behavioral (c) cognitive skills. Therefore, we designed an experiment in which 44 students were given a task accompanied by applying the traditional teaching methodologies. The same 44 students were given the same questionnaire of mathematical concepts after delivering lecture through Scratch and blended STEM education. Based on statistical analysis significant improvement (with p-value < 0.001) has been observed in students in terms of understanding circle, line and angle concepts. Moreover, training raised the cognitive, behavioral, emotional and overall engagement scores by 9.682, 1.045, 10.932, 21.227, respectively.

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