Effect of STEM Integrated Curriculum on Student’s IQ: An Experiment on Elementary School Students
Keywords:
STEM integrated curriculum, Students IQ Enhance, STEM Effects on IQ, Elementary Schools StudentsAbstract
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.
References
Ali, Z., & Rehmat Shah, D. N. A. (2023). Determining The Science, Technology, Engineering, And Mathematics Teaching Capabilities of Educators in Karachi, Pakistan. Journal of Positive School Psychology, 11-28.
Amir, M., Hussain, S., & Muhammad, S. (2022). Identification of the Need for Teacher Training at The Primary School Level. International Research Journal of Education and Innovation, 3(1), 165-176.
Archambault, C., Tullo, D., Clark, E., Faubert, J., & Bertone, A. (2021). Assessing the feasibility of a classroom-based visual attention training program targeting academics for students with extremely low IQ. Pilot and Feasibility Studies, 7(1), 1-14.
Aslam, S., Saleem, A., Kennedy, T. J., Kumar, T., Parveen, K., Akram, H., & Zhang, B. (2022). Identifying the Research and Trends in STEM Education in Pakistan: A Systematic Literature Review. SAGE Open, 12(3), 21582440221118545.
Athanasia, G., & Cota, J. (2022). The US should strengthen STEM education to remain globally competitive. Center for Strategic and International Studies. https://www. csis. org/blogs/perspectives-innovation/us-should-strengthen-stem-educationremain-globally-competitive.
Atkins, K., Dougan, B. M., Dromgold-Sermen, M. S., Potter, H., Sathy, V., & Panter, A. T. (2020). “Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups. International Journal of STEM Education, 7, 1-15.
Bates, T. C., & Gignac, G. E. (2022). Effort impacts IQ test scores in a minor way: A multi-study investigation with healthy adult volunteers. Intelligence, 92, 101652.
Benanav, A. (2020). Automation and the Future of Work. Verso Books.
Black, S. E., Muller, C., Spitz-Oener, A., He, Z., Hung, K., & Warren, J. R. (2021). The importance of STEM: High school knowledge, skills and occupations in an era of growing inequality. Research policy, 50(7), 104249.
Boss, S., & Krauss, J. (2022). Reinventing project-based learning: Your field guide to real-world projects in the digital age. International Society for Technology in Education.
Caemmerer, J. M., Young, S. R., Blemahdoo, E., & Winter, E. L. (2023). Intelligence Tests. In Handbook of Clinical Child Psychology: Integrating Theory and Research into Practice (pp. 327-346). Cham: Springer International Publishing.
Cermak, S. (2020). Norms and scores. In Developing Norm-Referenced Standardized Tests (pp. 91-123). Routledge.
Changtong, N., Maneejak, N., & Yasri, P. (2020). Approaches for Implementing STEM (Science, Technology, Engineering & Mathematics) Activities among Middle School Students in Thailand. International journal of educational methodology, 6(1), 185-198.
Chen, H., & Hua, M. S. (2020). Selecting tetradic short forms of the taiwan wechsler adult intelligence scale IV. Assessment, 27(7), 1633-1644.
Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others? Psychological bulletin, 143(1), 1.
Christensen, R., & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of education in science environment and health, 3(1), 1-13.
Cook, W. S. (2021). The intelligence concept and racial classification as sociological products of Western education. Sociology Compass, 15(12), e12941.
Deary, I. J. (2020). Intelligence: A very short introduction (Vol. 39). Oxford University Press, USA.
Demir, C. G., Önal, N. T., & Önal, N. (2021). Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors. Journal of Science Learning, 4(2), 101-112.
Fan, S. C., Yu, K. C., & Lin, K. Y. (2021). A framework for implementing an engineering-focused STEM curriculum. International Journal of Science and Mathematics Education, 19, 1523-1541.
Foley‐Nicpon, M., & Assouline, S. G. (2020). High ability students with coexisting disabilities: Implications for school psychological practice. Psychology in the Schools, 57(10), 1615-1626.
Freeman, S. (2021). Wechsler preschool and primary scale of intelligence. In Encyclopedia of autism spectrum disorders (pp. 5172-5181). Cham: Springer International Publishing.
General, O. (2020). Chapter One Abrief History of Theory and Testing of General and Specific Mental Abilities Dennis Mcfarland. General and Specific Mental Abilities, 1.
Gentry, M., Desmet, O. A., Karami, S., Lee, H., Green, C., Cress, A., ... & Gray, A. (2021). Gifted education’s legacy of high stakes ability testing: Using measures for identification that perpetuate inequity. Roeper Review, 43(4), 242-255.
Gonthier, C. (2022). Cross-cultural differences in visuo-spatial processing and the culture-fairness of visuo-spatial intelligence tests: an integrative review and a model for matrices tasks. Cognitive Research: Principles and Implications, 7(1), 11.
Gwinn, A. F., & Gary, T. (2021, July). The Path from Community College to Engineering Bachelor’s Degree Through Partnerships and NSF S-STEM Funded Scholarships. In 2021 ASEE Virtual Annual Conference Content Access.
Hafeez, A., Hussain, S., Muhammad, S., & Hussain, S. (2023). Effect of PEC Exams on Quality Education in Public and Punjab Education Foundation Funded Secondary Schools. International Research Journal of Management and Social Sciences, 4(3), 358-374.
Hammad, S. (2020). School Leaders Perceptions about STEAM Education to develop STEAM Schools in Pakistan. LC International Journal of STEM (ISSN: 2708-7123), 1(4), 155-165.
Hollingworth, L. S. (2022). Children above 180 IQ Stanford-Binet: origin and development. DigiCat.
Hussain, S. (2021). Quality of Education in Public and Daanish Schools at Secondary Level. International Research Journal of Education and Innovation, 2(2), 160-169.
Hussain, S., Ahmad, M. S., & Hussain, S. (2022). Relationship of Teacher-Student Interaction, Learning Commitment and Student Learning Comfort at Secondary Level. International Research Journal of Education and Innovation, 3(2), 156-169.
Hussain, S., Ahmad, M., Ul Zaman, F., & Ahmad, A. (2023). Comparative Study of Administrators’ Supervisory Skills and Teachers’ Pedagogical Skills Towards Quality Education in Public and Punjab Education Foundation Funded Schools at Secondary Level. Journal of Education & Educational Development, 10(2).
Hussain, S., Hafeez, A., Zaman, F. U., & Seerat, S. S. (2023). Why Quality of Education is Low at the Secondary Level in Pakistan: A Group Discussion. International Research Journal of Management and Social Sciences, 4(4), 190-205.
Hussain, S., Zaman, F. U., Muhammad, S., & Hafeez, A. (2023). Analysis of the Initiatives taken by HEC to Implement Associate Degree Program: Opportunities and Challenges. International Research Journal of Management and Social Sciences, 4(3), 193-210.
Kasneci, E., Kasneci, G., Trautwein, U., Appel, T., Tibus, M., Jaeggi, S. M., & Gerjets, P. (2022). Do your eye movements reveal your performance on an IQ test? A study linking eye movements and socio-demographic information to fluid intelligence. Plos one, 17(3), e0264316.
Kaufman, A. S. (2021). Wechsler, David. In Encyclopedia of Autism Spectrum Disorders (pp. 5183-5188). Cham: Springer International Publishing.
Kaufman, A. S., Choi, D., Kapoor, H., & Kaufman, J. C. (2022). A brief history of IQ testing: Fixed vs. malleable intelligence. In Intelligence in Context: The Cultural and Historical Foundations of Human Intelligence (pp. 59-92). Cham: Springer International Publishing.
Kennedy, B., Fry, R., & Funk, C. (2021). 6 facts about America’s STEM workforce and those training for it.
Kimmel, H. S., Burr-Alexander, L. E., Hirsch, L., Rockland, R. H., Carpinelli, J. D., & Aloia, M. (2014, October). Pathways to effective K-12 STEM programs. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-6). IEEE.
Kranzler, J. H., & Floyd, R. G. (2020). Assessing intelligence in children and adolescents: A practical guide for evidence-based assessment. Rowman & Littlefield Publishers.
Kreitchmann, R. S., de la Torre, J., Sorrel, M. A., Nájera, P., & Abad, F. J. (2023). Improving reliability estimation in cognitive diagnosis modeling. Behavior Research Methods, 55(7), 3446-3460.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.
Layzer Yavin, L., Shechter, A., & Rubinsten, O. (2022). Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator. Journal of Intelligence, 10(4), 79.
Livingston, S. A. (2021). Exploring the role of social belonging in college by racial minority group: An examination of academic and psychosocial outcomes (Doctoral dissertation, University of Oregon).
Lubinski, D., & Benbow, C. P. (2021). Intellectual precocity: What have we learned since Terman? Gifted Child Quarterly, 65(1), 3-28.
March for Science. (2017, April). Diversity in STEM Part 2: Barriers to Success for Underrepresented Minority Students. https://milwaukeescience.org/diversity-in-stempart-2-barriers-to-success-for-underrepresented-minority-students.
McCauley, M., Kennedy, C., & Zillmer, E. (2022). A History of Military Psychology. Military Psychology: Clinical and Operational Applications, 1.
Mercer, J. R. (2022). Labeling the mentally retarded: Clinical and social system perspectives on mental retardation. Univ of California Press.
Merz, Z. C., Van Patten, R., Hurless, N., Grant, A., & McGrath, A. B. (2021). Furthering the understanding of Wechsler adult intelligence scale-factor structure in a clinical sample. Applied Neuropsychology: Adult, 28(1), 12-23.
Nagy, A., Kalmár, M., Beke, A. M., Gráf, R., & Horváth, E. (2022). Intelligence and executive function of school-age preterm children in function of birth weight and perinatal complication. Applied Neuropsychology: Child, 11(3), 400-411.
Peterson, K. C., Peterson, M., & Carducci, B. J. (2020). Stanford‐Binet Intelligence Scale. The Wiley Encyclopedia of Personality and Individual Differences: Measurement and Assessment, 451-455.
Respress, T., Johnson, O., Boyd, L., & Roberts, T. (2023). Early Exposure/Long-Term Gains: Encouraging Underrepresented Middle School Students to Pursue STEM Careers. The Journal of the Research Association of Minority Professors, 25(2), 2.
Respress, T., Johnson, O., Boyd, L., & Roberts, T. (2023). Early Exposure/Long-Term Gains: Encouraging Underrepresented Middle School Students to Pursue STEM Careers. The Journal of the Research Association of Minority Professors, 25(2), 2.
Respress, T., Johnson, O., Boyd, L., & Roberts, T. (2023). Early Exposure/Long-Term Gains: Encouraging Underrepresented Middle School Students to Pursue STEM Careers. The Journal of the Research Association of Minority Professors, 25(2), 2.
Reynolds, C. R., & Livingston, R. A. (2021). Mastering modern psychological testing. Springer International Publishing.
Reynolds, C. R., Altmann, R. A., & Allen, D. N. (2021). The Basic Statistics of Measurement. In Mastering Modern Psychological Testing: Theory and Methods (pp. 49-89). Cham: Springer International Publishing.
Reynolds, C. R., Altmann, R. A., & Allen, D. N. (2021). The problem of bias in psychological assessment. In Mastering Modern Psychological Testing: Theory and Methods (pp. 573-613). Cham: Springer International Publishing.
Reynolds, C. R., Altmann, R. A., & Allen, D. N. (2021). The problem of bias in psychological assessment. In Mastering Modern Psychological Testing: Theory and Methods (pp. 573-613). Cham: Springer International Publishing.
Reynolds, C. R., Altmann, R. A., & Allen, D. N. (2021). The problem of bias in psychological assessment. In Mastering Modern Psychological Testing: Theory and Methods (pp. 573-613). Cham: Springer International Publishing.
Rogele, A. M. (2020). Biographies of a scientific subject: The intelligence test. In Oxford Research Encyclopedias: Psychology. Oxford University Press.
Rogele, A. M. (2020). Biographies of a scientific subject: The intelligence test. In Oxford Research Encyclopedias: Psychology. Oxford University Press.
Ryan, J. J., & Gontkovsky, S. T. (2023). 18 Wechsler Adult Intelligence Scale (WAIS-IV) And Wechsler Memory Scale (WMS-IV): A Critique. The SAGE Handbook of Clinical Neuropsychology: Clinical Neuropsychological Assessment and Diagnosis.
Saleh, S., Muhammad, A., & Abdullah, S. M. S. (2020). STEM project-based approach in enhancing conceptual understanding and inventive thinking skills among secondary school students. Journal of Nusantara Studies (JONUS), 5(1), 234-254.
Shahin, A. M., Fayed, S. M., Awad, R. A., & Soliman, M. A. (2021). Drawing Performance in Relation to Motor Skills and Zinc Level of Primary School Children in Benha City. Benha Journal of Applied Sciences, 6(1), 115-121.
Shakeel, M. D., & Peterson, P. E. (2022). A half century of progress in US student achievement: Agency and Flynn effects, ethnic and SES differences. Educational Psychology Review, 34(3), 1255-1342.
Singh, M. K. (2021). Introduction to Social Psychology. KK Publications.
Stretch, E. J. R. (2023). “Everything Would Have Worked if it Wasn’t for That Crap Mirror”: The Intersection of Failure and Creativity in Integrated STEM Education (Doctoral dissertation, University of Minnesota).
Umar, Z., Hussain, S., Khan, I., & Perveen, F. (2023). Parents’ Involvement Effect on Students’ Academic Achievement and Quality Education in Public and Private Schools at Elementary Level. International Research Journal of Management and Social Sciences, 4(3), 400-411.
Umar, Z., Sadiqi, T., Hussain, S., & Qahar, A. (2023). Compare the Quality of Infrastructure on Student Outcomes in Public and Punjab Education Foundation Funded Schools at Secondary Level. International Research Journal of Management and Social Sciences, 4(4), 26-39.
Utami, A., Rochintaniawati, D., & Suwarma, I. R. (2020, March). Enhancement of STEM literacy on knowledge aspect after implementing science, technology, engineering and mathematics (STEM)-based instructional module. In Journal of Physics: Conference Series (Vol. 1521, No. 4, p. 042048). IOP Publishing.
Valverde, F. J., & Davidow, J. (2022). Teachers’ Perception of College and Career Education Exposure on Middle School Students.
Warne, R. T. (2020). In the know: Debunking 35 myths about human intelligence. Cambridge University Press.
Weiss, L. G., & Saklofske, D. H. (2020). Mediators of IQ test score differences across racial and ethnic groups: The case for environmental and social justice. Personality and Individual Differences, 161, 109962.
Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual review of sociology, 41, 331-357.
Zizka, L., McGunagle, D. M., & Clark, P. J. (2021). Sustainability in science, technology, engineering and mathematics (STEM) programs: Authentic engagement through a community-based approach. Journal of Cleaner Production, 279, 123715.
