What the study found
The study found preliminary evidence that a culturally contextualized STEM intervention using the Engineering Design Process (a step-by-step approach to solving design problems) was associated with improvements in some problem-solving and motivation measures for fourth-grade students in Oman. The gains were not uniform across all measured outcomes.
Why the authors say this matters
The authors conclude that the findings support culturally responsive, practice-based STEM pedagogy and suggest it can align STEM learning with local realities in Oman. They also say the study provides initial insight into contextualized, performance-based assessments of students' cognitive and motivational development in primary STEM education.
What the researchers tested
The researchers used a quasi-experimental design with 118 fourth-grade students in Oman. Students received either a STEM-based instructional intervention or a traditional science curriculum, and the intervention used hands-on, inquiry-driven tasks tied to local environmental and cultural experiences.
What worked and what didn't
The intervention showed preliminary improvements in problem-solving dimensions of problem identification, planning, and production. It also showed improvements in motivational factors such as responsibility and engagement. No significant gains were observed in self-efficacy or peer collaboration.
What to keep in mind
The abstract describes the findings as preliminary, so the results are not presented as final. The summary does not provide additional limitations beyond noting that some outcomes improved while others did not.
Key points
- A STEM intervention based on the Engineering Design Process was tested with 118 fourth-grade students in Oman.
- The intervention used culturally contextualized tasks such as weather-resistant shelters, floating paper boats, chocolate molds for warm climates, and oil-spill cleanup solutions.
- Preliminary improvements were seen in problem identification, planning, production, responsibility, and engagement.
- No significant gains were found for self-efficacy or peer collaboration.
- The authors say the study supports culturally responsive, practice-based STEM teaching and contextualized assessment.
Disclosure
- Research title:
- Contextual STEM lessons improved some problem-solving and motivation measures
- Authors:
- M. Al-Hinai, Mohamed A. Shahat, Ehab Omara, Mahmoud M. Emam, Sameh S. Ismail, Nabil Alhabsi, Khoula Zahir Alhosni, Mohammed Al-Amri, Amur Al-Yahmedi, Yasser M. Fawzy, Sulaiman M. Al‐Balushi
- Institutions:
- Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University, Sultan Qaboos University
- Publication date:
- 2026-01-25
- OpenAlex record:
- View
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