What the study found
The study found preliminary evidence that a culturally contextualized STEM (science, technology, engineering, and mathematics) instructional approach using the Engineering Design Process was associated with improvements in some problem-solving skills and motivational factors among fourth-grade students in Oman.
Why the authors say this matters
The authors conclude that the findings support culturally responsive, practice-based STEM teaching and suggest that contextualized, performance-based assessment can help examine 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 who received either a STEM-based instructional intervention or a traditional science curriculum. The intervention used hands-on, inquiry-driven tasks tied to local environmental and cultural experiences in Oman, such as designing shelters, paper boats, chocolate molds for warm climates, and oil-spill cleanup solutions.
What worked and what didn't
The findings showed preliminary improvements in problem identification, planning, and production, as well as in responsibility and engagement. No significant gains were found for self-efficacy or peer collaboration.
What to keep in mind
The abstract describes these as preliminary findings. It also notes that the study examined whether outcomes differed by gender, but the abstract does not report a gender difference result, and it does not describe additional limitations.
Key points
- A STEM intervention using the Engineering Design Process was linked to preliminary gains in some problem-solving skills.
- Improvements were reported in problem identification, planning, and production.
- Motivational gains were reported for responsibility and engagement.
- No significant gains were found for self-efficacy or peer collaboration.
- The study used a quasi-experimental design with 118 fourth-grade students in Oman.
Disclosure
- Research title:
- Contextual STEM instruction showed preliminary gains in problem solving and motivation
- 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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