The STEAM approach and its impact on academic outcomes mediated by ability or self-efficacy beliefs. A systematic review
Article Sidebar
Main Article Content
Abstract
We present a systematic review of the instructional studies published in the last five years on the impact of STEAM approaches on academic results, mediated by self-efficacy through the WOS, Scopus and Frontiers databases, identifying 6495 publications, which, after the screening process, suitability, 8 studies are included. The four of the systematic review, topic and diagram of search terms, inclusion and exclusion criteria, analysis of the quality of the studies, and qualitative results and contribution of the PRISMA are followed. The analysis focused on three types of indicators, a general analysis, an analysis of the instructional components,and an analysis of thelimitations of thestudy. Itcan beconcluded that STEAM approaches positively affect the level of self-efficacy of students and consequently an increase in learning results is achieved.The added value of the work, its implications and applications, as well as future prospects are discussed and the conclusions of the systematic review are specified.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Amalia, R., Santosa, E. and Zaiyar, M. (2021). Android – Based Learning Enviroment to enhance creative thinking mathematics and Self-Eficaccy. Journal of Physics.(1764), 1- 12. https://doi.org/10.1088/1742- 6596/1764/1/012133
*Amor, R., Cabrera-Guerrero, C., Feng, Z., Gonzalez, V. and Mutch, C. and (2020). Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children. Journal of computer assited Learning Wiley, (37), 542 – 556. https://doi.org/10.1111/jcal.12507
Bandura, A. (2009). Social cognitive theory in cultural context. Journal of Applied Psychology: An International Review, 51, 269–290.
Bandura, A. (2009). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.
Batten, J., Clarke, P., Damas, D., Davis, D., Potvin, G., Ross, M. and Zahedi, L. and (2021). Gamification in education: a mixed methods study of gender on computer science students’ academic performance and identity development. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-021- 09271-5
*Bogner, F., Conradty,C. and Sotiriu, S. (2020). How creativity in STEAM Modules Intervenes with Selff- Efficacy and Motivation. Education Sciences, 3(70), 1-15. https://doi.org/10.3390/educsci10030070
Boorboor, B., Jafari, F. and Zarrabian, F. (2013). The study of utilization of information technology (IT) in students’ scholarly achievement in smart and ordinary schools. Advances in Environmental Biology, 7(8) 1434 – 1442.
Cox, C., Fong, C., Kremer, K. and Lawson, C. (2021). Expectancy- value profiles in math and science: A person – centered approach to cross – domains motivation with academic and STEAM – related outcomes. Contemporary Educational Psychology, 65 (1011962). https://doi.org/10.1016/j.cedpsych.2021.101962
Dillenbourg, P., Schneider, D. and Synteta, P. (2002). Virtual Learning Environments. 3rd Hellenic Conference “Information & Communication Technologies in Education. 2002, Rhodes, Greece. pp.3-18.
*Fanchamps, N., Hennissen, P., Slangen, L. and Specht, M. The influence of SRA programming on algorithmic thinking and self efficacy using Lego robotics in two types of instruction. International Journal of Technology and Design Education 31, 203 – 222. https://doi.org/10.1007/s10798-019-09559-9
Gomez, C. and Ros, G. (2021). Transdisciplinary integration and its implementation in primary education through two STEAM projects (La integración transdisciplinar y su aplicación en Educación Primaria a través de dos proyectos STEAM). Journal for the study of education and development. https://doi.org/10.1080/02103702.2021.1925474
*Hsiao, P. and Su, C. (2019). A study on the Impact of STEAM Education for Sustainable Development Courses and its Effects on Student Motivation and Learning. Sustainability 2021, (13), 2 – 24. https://doi.org/10.3390/su13073772
Jepsen, M., Mojsoska, B., Moellen M., Pande, P., Sorensen, A. and Thit, A. (2021). Long-term effectiveness of immersive VR simulations in undergraduate science learning: lessons from a media-comparison study. Research in Learning Technology, 29(2482). http://dx.doi.org/10.25304/rlt.v29.2482
*Lin, C. and Tsai, C. (2021). The effect of a Pedagogical STEAM Model on Students Project Competence and Learning Motivation. Journal of Science Education and Technology 30(1), 112 – 124. https://doi.org/10.1007/s10956-020-09885-x
Lopez, E. y Sanz. (2021). Consecuencias pedagógicas de enseñanza básica derivadas de la COVID- 19. Una reflexión en torno a los grandes olvidados de la pandemia. Revista Universitaria, 33 (2), 149- 166. https://doi.org/10.14201/teri.245471
Miller, D., Mctigue, E., Scott, C. and Washburn,C (2018). The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research. Elsevier, 73(July 2018) 1-13. https://doi.org/10.1016/j.tate.2018.03.010
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. https://doi.org/10.1371/journal.pmed1000097
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., The PRISMA Group (2014). Ítems de referencia para publicar Revisiones Sistemáticas y Metaanálisis: La Declaración PRISMA. Rev Esp Nutr Hum Diet.; 18(3), 172–181.prisma-statement.org
*Pande, P., Jepsen, P., Moeller, M., Mojsoska, B., Sorensen, A. and Thit, A. (2021). Long-term effectiveness of immersive VR simulations in undergraduate science learning: lessons from a media- comparison study. Asociation for Learning Technology 29. http://dx.doi.org/10.25304/rlt.v29.2482
Qashou, A. (2020). Influencing factors in M-Learning adoption in higher education. Education and information Tecnologies, (26) 1755 – 1785. https://doi.org/10.1007/s10639-020-10323-z
*Schworm, S. and Stiller, K. (2019). Game- Based Learning of the Structure and Functioning of Body Cells in a Foreign Languaje: Effects on Motivation, Cognitive Load, and Performance. Frontiers in Education 4(18). https://doi.org/10.3389/feduc.2019.00018
*Wang, M. and Zheng, X. (2020). Using Game – Based Learning to Support Learning Science: A study with Middle School Students. Asia-Pacific Edu Res 30(2), 167–176. https://doi.org/10.1007/s40299-020-00523-z