The Impact of STEM Integration on Secondary School Students' Conceptual Understanding in Physics
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Date
2026
Authors
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Journal ISSN
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Publisher
SDU University
Abstract
This study examines the effect of STEM-integrated instruction on 9th-grade students' conceptual understanding of Newtonian mechanics in Kazakhstan. Using a quasi-experimental pretest-posttest design with 74 students at Al-Farabi Specialized Lyceum, the experimental group (n = 34) received six weeks of STEM-integrated instruction while the control group (n = 40) followed traditional teaching. Conceptual understanding was measured via the Force Concept Inventory (FCI). Results showed that the STEM group significantly outperformed the control group, achieving a medium normalised gain compared to a low gain for controls. A pre-test gender gap closed entirely by post-test, confirming equitable outcomes. The study provides the first controlled evidence from Kazakhstani secondary schools that STEM integration substantially outperforms traditional physics instruction.
Description
Keywords
STEM integration, Force Concept Inventory (FCI), Al-Farabi Specialized Lyceum
Citation
Tursumbekova A / The Impact of STEM Integration on Secondary School Students' Conceptual Understanding in Physics / SDU University