Effect of Practical Teaching Practices on STEM Syllabus Retention in Preadolescent Students

Registration ID: IJNRD_207030

Published ID: IJNRD2310205

DOI: http://doi.one/10.1729/Journal.36582

Riya Shaharkar , Kaushik Patil

Practical learning, STEM, Education, Policies

This study investigated the impact of practical teaching methods on students' retention of STEM topics. The study was conducted with a sample of students in municipal schools in Nashik, Maharashtra. The students were from one of three schools- one with 2 years of experience of practical STEM workshops, one with 1 year and one with no exposure to practical education. The practical teaching methods included hands-on activities and experiments from the syllabi of 7th and 8th grade. The results of the study showed that the students who received practical teaching methods outperformed the students who did not receive practical teaching methods on a customized test. The students who received two years of practical teaching methods outperformed the students who received one year of practical teaching methods by 5.51%, and the ones who had not received any by 31.48%. Hence, the more consistent their exposure to such methods, the better their performance on tests. Furthermore, a trend showing students scoring higher on topics which were taught with more in depth and interactive methods than those with more demonstrative methods was observed in the students who were exposed to practical learning. For example, the use of extensive circuits to teach electricity yielded a positive outcome of 89.285%, while the demonstration for angle construction stood at only 61.905%. The findings of this study suggest that practical teaching methods can be an effective way to improve student retention of STEM topics. If the study is conducted at a larger scale with greater resources, the results could be generalised towards almost every student in this country. This makes it key to future education policy planning.

Published Paper   E-Certificate

Riya Shaharkar & Kaushik Patil (October-2023). Effect of Practical Teaching Practices on STEM Syllabus Retention in Preadolescent Students. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 8(10), c36-c42. http://doi.one/10.1729/Journal.36582

Volume 8 Issue 10, October-2023

Pages : c36-c42

Paper Reg. ID: IJNRD_207030

Published Paper Id: IJNRD2310205

Downloads: 000122007

Research Area: Other

Country: Nashik, Maharashtra, India

Published Paper PDF: https://ijnrd.org/papers/IJNRD2310205.pdf

Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2310205

Crossref DOI: http://doi.one/10.1729/Journal.36582

Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

ISSN: 2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar | ESTD YEAR: 2016

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