Table 4 Student perceived STEAM effect on core competencies (modified from Kang, Im, et al., 2018, p. 160)
Core competency | STEAM experienced group mean (SD) (n = 157) | Non-experienced group mean (SD) (n = 142) |
|---|---|---|
1. interest in science | 4.32(.691) | 3.62(1.023) |
2. multidisciplinary thinking | 4.20(.755) | 2.92(1.042) |
3. communication | 4.24(.752) | 2.84(1.102) |
4. creativity | 4.32(.835) | 2.77(1.094) |
5. problem-solving | 4.24(.780) | 3.58(.992) |
6. real life application | 3.73(.945) | 2.88(1.114) |
7. self-directed learning | 3.95(.883) | 3.43(1.145) |
8. inquiry design skills | 4.32(.736) | 3.00(1.092) |
9. persistence, concentration | 4.32(.794) | 3.58(1.151) |
10. technology or tool use | 4.39(.740) | 3.19(1.142) |
11. confidence in science and mathematics | 3.71(.961) | 3.68(.992) |
12. caring team members | 4.37(.728) | 3.17(1.104) |
13. production of inquiry or projects | 4.36(.832) | 2.79(1.208) |