THE EFFECTIVENESS OF SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS (STEM) LEARNING APPROACH AMONG SECONDARY SCHOOL

STUDENTS

Priscilla Lo Khai Chien

Faculty of Psychology and Education Universiti Malaysia Sabah
Kota Kinabalu, Malaysia kaizhen1229@gmail.com

Denis Andrew D. Lajium

Faculty of Psychology and Education Universiti Malaysia Sabah
Kota Kinabalu, Malaysia denisadl@ums.edu.my

STATEMENT OF THE PROBLEM

The paper focuses on investigating the effectiveness of the Science, Technology, Engineering, and
Mathematics (STEM) learning approach among secondary school students. The authors recognize
that STEM education is becoming increasingly important in preparing students for the challenges of
the modern world, particularly in a rapidly changing technological landscape. However, there may
be gaps or limitations in the existing understanding of how well the STEM learning approach is
being implemented and whether it is truly effective in enhancing students' learning outcomes and
skills.

Indipendent Variable: The intervention of a traditional learning approach to a STEM learning

approach
Dependent Variable: Students Achievement in the Acid and Base Topic

Reasons:

The research investigates the effects of transitioning from a traditional learning approach to a STEM
learning approach within the context of the 5E Learning Model. The independent variable in the
study is the change in teaching method – from conventional to STEM-based instruction. Dependent
variables include students' achievement in the 'Acid and Base' topic and their higher-order thinking
skills.