Effect of STEM Integrated Curriculum on Student’s IQ: An Experiment on Elementary School Students

Authors

  • Snober Sultan M.Phil. (Education), Northern University, Nowshera, Khyber Pakhtunkhwa, Pakistan. Author
  • Tahira Sadiqi M.Phil. Education Scholar, Department of Education, University of Jhang, Punjab, Pakistan. Author
  • Sadaf Maqsood M.Phil. Education, University of Agriculture Faisalabad, Punjab, Pakistan. Author
  • Abdul Qahar Ph.D. Scholar; Secondary Teacher Education, Allama Iqbal Open University Islamabad, Pakistan. Author

Keywords:

STEM integrated curriculum, Students IQ Enhance, STEM Effects on IQ, Elementary Schools Students

Abstract

In modern times, where everything is progressing, new researches are also being done in the field of education, and new ideas are being formed. In the same way, instead of focusing on common languages, literature, and sociology, children should be given a full taste of science, technology, engineering, and math from the beginning. Thus, a STEM-integrated curriculum is crucial in enhancing children’s intelligence at the elementary level. For this purpose, experimental research was set up, and two groups consisting of 30, 30 students of the seventh class were formed; one was taught by the traditional curriculum, and the second was given the teachers made STEM integrated notes. After five months of treatment, the current level was checked by taking the IQ performance test of the children; the IQ level of the children taught through STEM integrated notes was surprisingly high. It is recommended that children at the school level should be taught a STEM-integrated curriculum instead of focusing on general literature, languages and sociology; thus, children will perform well in all fields of science, including science, technology, engineering and math in the future.

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Published

2023-12-31

How to Cite

Effect of STEM Integrated Curriculum on Student’s IQ: An Experiment on Elementary School Students. (2023). International Research Journal of Management and Social Sciences, 4(4), 504-516. http://irjmss.com/index.php/irjmss/article/view/205

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