Design and Evaluation of the Effectiveness of a STEM Project-Based Curriculum on Problem-Solving Perception and Academic Achievement of Elementary Students

Document Type : Research Paper

Authors

1 PhD student, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

2 Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

10.22034/jmpr.2025.67124.6676

Abstract

This study aimed to examine the effectiveness of a STEM-based project-based curriculum in enhancing problem-solving perception and academic achievement among sixth-grade elementary students. The research employed a quasi-experimental design with a pretest-posttest and a control group. The population comprised all sixth-grade students in Tabriz during the 2023–2024 academic year, from which 120 students were randomly selected using cluster sampling and assigned to experimental and control groups (60 students each). Data were collected using a teacher-made academic achievement test and the Heppner and Peterson (1982) Problem-Solving Inventory. The validity of the instruments was confirmed through re-testing, and reliability was verified using Cronbach’s alpha (0.94). Data were analyzed using descriptive statistics, ANCOVA, and MANCOVA in SPSS. The results indicated that the STEM-based project-based curriculum had a significant effect (p < 0.05) on students’ academic achievement. Moreover, the program’s emphasis on hands-on activities and formative assessment enhanced students’ problem-solving perception in real-life contexts.

Keywords

Main Subjects

References

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Journal of Modern Psychological Researches
Volume 20, Issue 80
January 2026
Pages 46-64

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  • Receive Date: 25 June 2025
  • Revise Date: 13 September 2025
  • Accept Date: 22 September 2025

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