SavedAdd your journal

Journals / Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi / 2026 / Cilt: 14 Sayı: 2

The Effect of Activity-Based Instructional Practices on Improving 6th Grade Students' STEM Skill Level Perceptions and Attitudes

Etkinlik Temelli Öğretim Uygulamalarının 6. Sınıf Öğrencilerinin STEM Beceri Düzeyi Algılarını ve Tutumlarını Geliştirmesine Yönelik Etkisi

Süleyman Yaman(ONDOKUZ MAYIS ÜNİVERSİTESİ)
Hilal Demirel(ONDOKUZ MAYIS ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-2731-8521
Samet Demirpolat(ONDOKUZ MAYIS ÜNİVERSİTESİ)0009-0008-8835-8731
Pages
1469–1495
Publication Date
2026-08-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Accordingly, activities should be diversified to support skill and attitude sub-factors.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to investigate the effect of activity-based instruction on 6th-grade students’ perceptions of STEM skill levels and STEM attitudes.
📊
Key Findings & Data:A single-group pretest-posttest experimental design was used with 21 students attending a public middle school in Samsun.
💡
Conclusion & Impact:Accordingly, activities should be diversified to support skill and attitude sub-factors.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Akıl Ve Zekâ Oyunları · Etkinlik Temelli Uygulamalar · Fen Bilimleri Dersi

Abstract

This study aimed to investigate the effect of activity-based instruction on 6th-grade students’ perceptions of STEM skill levels and STEM attitudes. A single-group pretest-posttest experimental design was used with 21 students attending a public middle school in Samsun. The STEM Skill Level Perception Scale and STEM Attitude Scale were used as data collection tools. Activities were conducted in science lessons using experimental materials and logic/intelligence game kits. Data were analyzed using a dependent groups t-test and Pearson correlation analysis. The findings showed increased perceptions of STEM skill levels and STEM attitudes following the instruction, although some sub-dimensions showed no significant differences. Furthermore, no significant relationships were found between post-test scores, except for some sub-factors. Accordingly, activities should be diversified to support skill and attitude sub-factors.

Özet

Bu çalışmada, etkinlik temelli öğretimin ortaokul 6. sınıf öğrencilerinin STEM beceri düzeyi algıları ve STEM tutumları üzerindeki etkisinin incelenmesi amaçlanmıştır. Araştırmada tek gruplu öntest-sontest deneysel desen kullanılmış ve çalışma grubunu Samsun'daki bir devlet ortaokulunda öğrenim gören 21 altıncı sınıf öğrencisi oluşturmuştur. Veri toplama aracı olarak STEM Beceri Düzeyleri Algı Ölçeği ve STEM Tutum Ölçeği kullanılmıştır. Uygulamalar, fen bilimleri dersinde deney malzemeleri ve akıl/zekâ oyunları kitleri kullanılarak etkinlik temelli olarak gerçekleştirilmiştir. Veriler, bağımlı gruplar için t testi ve Pearson korelasyon analizi ile incelenmiştir. Bulgular, etkinlik temelli öğretim sonrasında öğrencilerin STEM beceri düzeyi algıları ve STEM tutumlarında artış olduğunu; ancak bazı alt boyutlarda anlamlı farklılık bulunmadığını göstermiştir. Ayrıca, sontest puanları arasında bazı alt faktörler dışında anlamlı bir ilişki belirlenmemiştir. Bu doğrultuda, etkinliklerin beceri ve tutum alt faktörlerini destekleyecek şekilde çeşitlendirilmesi önerilmiştir.

🔖

Cite This Article

Yaman, S., Demirel, H., Demirpolat, S. (2026). The Effect of Activity-Based Instructional Practices on Improving 6th Grade Students' STEM Skill Level Perceptions and Attitudes. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, Cilt: 14 Sayı: 2, 1469–1495. https://doi.org/10.18506/anemon.1696085

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (70)

  1. Acar, B., Korkmaz, Ö., Çakır, R., Erdoğmuş, F. U., & Çakır, E. (2019). The effect of educational robotics kits on seventh-grade students’ STEM skill levels and attitudes toward science course. Educational Technology Theory and Practice, 9(2), 372–391. https://doi.org/10.17943/etku.518215
  2. Açıkay, N., Bircan, M. A., & Karakaş, H. (2023). The effect of STEM activities on primary school students’ attitudes towards STEM. International Journal of Research in Teacher Education, 14(2), 19–35. https://doi.org/10.29329/ijrte.2023.566.2
  3. Açışlı Çelik, S. (2022). The effect of STEM activities on sixth-grade students’ problem-solving skills, critical thinking, and attitudes toward STEM. Pamukkale University Journal of Education, 56, 287–313. https://doi.org/10.9779/pauefd.1054678
  4. Astawan, I. G., Suarjana, I. M., Werang, B. R., Asaloei, S. I., Sianturi, M., & Elele, E. C. (2023). STEM-based scientific learning and its impact on students' critical and creative thinking skills: An empirical study. Jurnal Pendidikan IPA Indonesia, 12(3), 482–492. https://doi.org/10.15294/jpii.v12i3.46882
  5. Aydoğdu, B., & Ergin, Ö. (2008). The effects of different experimental techniques used in science and technology course on students’ scientific process skills. Ege Education Journal, 9(2), 15–36.
  6. Baki, N. (2018). The effect of geometric-mechanical games applied in intelligence games course on students’ academic self-efficacy and problem-solving skills (Thesis No. 532397) [Master’s thesis, Kırıkkale University]. National Thesis Center.
  7. Batdı, D. (2015). The effect of activity-based learning approach on academic achievement: A meta-analytic and thematic study. E-International Journal of Educational Research, 5(3), 39–55. https://doi.org/10.19160/e-ijer.12976
  8. Bilad, M. R., Anwar, K., & Hayati, S. (2022). Nurturing prospective STEM teachers’ critical thinking skills through virtual simulation-assisted remote inquiry in Fourier transform courses. International Journal of Essential Competencies in Education, 1(1), 1–10. https://doi.org/10.36312/ijece.v1i1.728
  9. Bottino, R. M., Ott, M., & Benigno, V. (2009, October 12–13). Digital mind games: Experience-based reflections on design and interface features supporting the development of reasoning skills. In Proceedings of the 3rd European Conference on Game-Based Learning. Graz, Austria.
  10. Bülegin, S., & İlkörücü, Ş. (2023). An action research on improving sixth-grade students’ critical thinking skills through critical thinking-based science activities. Journal of Uludağ University Faculty of Education, 36(3), 1119–1146. https://doi.org/10.19171/uefad.1362486
  11. Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70, 30–35.
  12. Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
  13. Capraro, R. M., & Slough, S. W. (Eds.). (2009). Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Sense Publishers.
  14. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.
  15. Cohen, L., & Manion, L. (1997). Research methods in education (4th ed.). Routledge.
  16. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  17. Demirel, Ö. (2017). Curriculum development in education: From theory to practice. Pegem Academy.
  18. Doğan, A., Aydın, E., & Kahraman, E. (2020). The effect of STEM applications on secondary school students’ perceptions of problem-solving skills. Eskişehir Osmangazi University Journal of Education, 5(2), 123–144.
  19. English, L. D. (2016). STEM education K–12: Perspectives on integration. International Journal of STEM Education, 3(1), 1–8. https://doi.org/10.1186/s40594-016-0036-1
  20. Erden, Ş., & Yalçın, V. (2021). The effect of preschool STEM activities based on problem-based learning approach on children’s problem-solving skills. Trakya Journal of Education, 11(3), 1239–1250. https://doi.org/10.24315/tred.789922
  21. Evcim, İ., & Arslan, M. (2021). An investigation into the development of the force and energy unit through STEM integration and its effects on students' critical thinking skills. International Journal of Psychology and Educational Studies, 8(3), 130–141. https://doi.org/10.52380/ijpes.2021.8.3.398
  22. Gay, L. R., & Airasian, P. (2000). Educational research: Competencies for analysis and application (6th ed.). Merrill.
  23. Gonzalez, H. B., & Kuenzi, J. J. (2013). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service.
  24. Gökçe-Tekin, Ö., Şan, İ., & Orhan-Karsak, H. G. (2023). Secondary and high school students’ STEM self-efficacy perceptions. Turkish Journal of Educational Sciences, 21(1), 235–259. https://doi.org/10.37217/tebd.1177086
  25. Guzey, S. S., Harwell, M., & Moore, T. (2017). Development of an instrument to assess students' integrated STEM perception. Journal of STEM Education, 18(1), 11–23. https://doi.org/10.1111/ssm.12077
  26. Gülhan, F., & Şahin, F. (2018). The effect of STEM-integrated activities on fifth-grade students’ scientific creativity. Sakarya University Journal of Education, 8(4), 40–59. https://doi.org/10.19126/suje.423105
  27. Gyasi, J. F., Zheng, L., & Zhou, Y. (2021). Perusing the past to propel the future: A systematic review of STEM learning activities based on activity theory. Sustainability, 13(16), 8828. https://doi.org/10.3390/su13168828
  28. Hacıoğlu, Y., & Gülhan, F. (2021). The effects of STEM education on students' critical thinking skills and STEM perceptions. Journal of Education in Science, Environment and Health, 7(2), 139–155. https://doi.org/10.21891/jeseh.771331
  29. Hebebci, M. T., & Usta, E. (2022). The effects of integrated STEM education practices on problem-solving skills, scientific creativity, and critical thinking dispositions. Participatory Educational Research, 9(6), 358–379. https://doi.org/10.17275/per.22.143.9.6
  30. Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K–12 education. National Academies Press.
  31. İnce, K., Mısır, M. E., Küpeli, M. A., & Fırat, A. (2018). The effect of STEM-based approach on fifth-grade students’ problem-solving skills and academic achievement in the “Earth’s crust” unit. Journal of STEAM Education, 1(1), 64–78.
  32. Joy, A., Hartstone-Rose, A., Knox, J., Mathews, C. J., Cerda-Smith, J., & Mulvey, K. L. (2025). STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents: The role of inclusive perceptions in self- determination. PLOS ONE, 20(3), e0318266. https://doi.org/10.1371/journal.pone.0318266
  33. Karaahmetoğlu, K. (2019). The effect of project-based Arduino educational robotics applications on students’ computational thinking skills and basic STEM skill perceptions (Thesis No. 557034) [Master’s thesis, Amasya University]. National Thesis Center.
  34. Karışan, D., & Yurdakul, Y. (2017). The effect of microcontroller-supported STEM applications on sixth-grade students’ attitudes toward STEM fields. Adnan Menderes University Journal of Educational Sciences, 8(1), 37–52.
  35. Kavak, Ş., & Deretarla Gül, E. (2024). Impact of STEM education on preschool children’s scientific process skills. Kafkas Journal of Educational Research, 11(4), 491–509. https://doi.org/10.30900/kafkasegt.148964
  36. Kazu, İ. Y., & Kaplan, A. (2024). The effect of STEM applications on scientific process skills: A meta-analysis study. Electronic Journal of Social Sciences, 23(89), 234–255. https://doi.org/10.17755/esosder.1331946
  37. Kongül, Ö., & Yıldırım, M. (2021). Effects of STEM applications on secondary school students’ scientific process skills and performance. Journal of Humanities, 18(2), 159–184. https://doi.org/10.14687/jhs.v18i2.6066
  38. Korkmaz, Ö., Çakır, R., & Erdoğmuş, F. U. (2020). A validity and reliability study of the basic STEM skill levels perception scale. International Journal of Psychology and Educational Studies, 7(2), 111–121. https://doi.org/10.17220/ijpes.2020.02.010
  39. Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441
  40. Ministry of National Education. (2017). STEM education teacher guidebook. MoNE Publications.
  41. Ministry of National Education. (2018). Science curriculum (Grades 3–8). Board of Education.
  42. Mutakinati, L., Anwari, I., & Kumano, Y. (2018). Analysis of students’ critical thinking skills of middle school through STEM project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495
  43. Neccar, D. (2019). The effect of STEM activities on middle school students’ achievement, attitudes toward science, and views on STEM (Thesis No. 546805) [Master’s thesis, Gazi University]. National Thesis Center.
  44. Nugent, G., Barker, B., Welch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A model of factors contributing to STEM learning and career orientation. International Journal of Science Education, 37(7), 1067–1088. https://doi.org/10.1080/09500693.2015.1017863
  45. Obilor, E. I. M., & Amadi, E. C. (2018). Test of significance of Pearson’s correlation coefficient. International Journal of Innovative Mathematics, Statistics and Energy Policies, 6, 11–23.
  46. Othman, O., Iksan, Z. H., & Yasin, R. M. (2022). Creative teaching STEM module: High school students’ perception. European Journal of Educational Research, 11(4), 2127–2137.
  47. Ott, M., & Pozzi, F. (2012). Digital games as creativity enablers for children. Behaviour & Information Technology, 31(10), 1011–1019. https://doi.org/10.1080/0144929X.2010.526148
  48. Öcal, H. A. (2012). Teachers’ views on the implementation of activity-based teaching (Thesis No. 326108) [Master’s thesis, Gaziantep University]. National Thesis Center.
  49. Öztürk, E. & Tüzün, H. (2020). The effect of robotics-based STEM activities on middle school students’ scientific process skills. Turkish Journal of Education, 9(2), 89–110. https://doi.org/10.21733/ibad.948455
  50. Pekbay, C., Saka, Y., & Kaptan, F. (2020). Middle school students' views on green engineering STEM activities. İnönü University Journal of the Faculty of Education, 21(2), 840–857. https://doi.org/ 10.17679/inuefd.684513
  51. Ribeirinha, T., Baptista, M., & Correia, M. (2024). Investigating the impact of STEM inquiry-based learning activities on secondary school students’ STEM career interests: A gender-based analysis using the social cognitive career framework. Education Sciences, 14(10), 1037. https://doi.org/10.3390/educsci14101037
  52. Riskowski, J. L., Todd, C. D., Wee, B., Dark, M., & Harbor, J. (2009). Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth-grade science course. International Journal of Engineering Education, 25(1), 181–195.
  53. Roberts, A. (2012). A justification for STEM education. Technology and Engineering Teacher, 71(8), 1–5.
  54. Roberts, G. R. (2005). Technology and learning expectations of the net generation. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the net generation. EDUCAUSE.
  55. Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Cavalcanti, M., … Cremeans, C. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. International Journal of STEM Education, 5, 1–14. https://doi.org/10.1186/s40594-018-0133-4
  56. Smith, J., & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: A literature review and a manual for administrators and teachers. ERIC. (ED443172)
  57. Sonthong, W., Intanin, A., & Sanpundorn, S. (2023). The development of science learning activities by applying the STEM education model to promote student creativity. International Journal of Research in STEM Education, 5(1), 55–66. https://doi.org/10.33830/ijrse.v5i1.1345
  58. Şahin, A., Ayar, M. C., & Adıgüzel, T. (2014). The effects of STEM-based after-school activities on students. Educational Sciences: Theory & Practice, 14(1), 297–322.
  59. Şanlı, M., & Somuncuoğlu Özerbaş, D. H. (2021). The effect of STEM activities on students’ attitudes toward STEM fields and science motivation. Manisa Celal Bayar University Journal of Social Sciences, 19(3), 139–154. https://doi.org/10.18026/cbayarsos.889816
  60. Tseng, K.-H., Chang, C.-C., Lou, S.-J., & Chen, W.-P. (2013). Attitudes toward STEM in project-based learning. International Journal of Technology and Design Education, 23(1), 87–102. https://doi.org/10.1007/s10798-011-9160-x.
  61. Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The development and validation of a measure of student attitudes toward STEM. School Science and Mathematics, 115(6), 255–271. https://doi.org/10.1177/0734282915571160
  62. Uyar, A. (2023). Primary and secondary school students’ metaphorical perceptions of STEM. Bayburt Journal of Education Faculty, 18(38), 385–405. https://doi.org/10.35675/befdergi.1239174
  63. Venville, G., Wallace, J., Rennie, L., & Malone, J. (2000). Bridging the boundaries of compartmentalized knowledge: Student learning in an integrated environment. Research in Science and Technological Education, 18(1), 23–35. https://doi.org/10.1080/713694958
  64. Wang, H.-H., Moore, T., Roehrig, G., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Science Education and Technology, 20(2), 145–160. https://doi.org/10.5703/1288284314636
  65. Yamak, H., Bulut, N., & Dündar, S. (2014). The effect of STEM activities on fifth-grade students’ scientific process skills and attitudes toward science. Gazi University Journal of Gazi Educational Faculty, 34(2), 249–265.
  66. Yıldırım, B., & Altun, Y. (2015). The effects of STEM education and engineering applications on science laboratory courses. El-Cezeri Journal of Science and Engineering, 2(2), 28–40.
  67. Yıldırım, B. (2016). An analysis of STEM education research in Turkey. Journal of Education and Practice, 7(34), 134–146.
  68. Yıldırım, B., & Selvi, M. (2018). Investigation of middle school students’ views on STEM applications. Anemon Muş Alparslan University Journal of Social Sciences, 6(18), 47–54. https://doi.org/10.18506/anemon.471037
  69. Yılmaz, H., Yiğit Koyunkaya, M., Güler, F., & Güzey, S. (2017). Adaptation of the STEM education attitude scale into Turkish. Kastamonu Education Journal, 25(5), 1787–1800.
  70. Zhou, S. N., Chen, L. C., Xu, S. R., Lu, C. T., Li, Q. Y., & Li, D. A. (2021). Primary students' STEM domain-specific self-efficacy and expectancy-value beliefs. Journal of Baltic Science Education, 20(4), 677–690. https://doi.org/10.33225/jbse/21.20.677