The Impact of STEM Integration on Secondary School Students' Conceptual Understanding in Physics

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dc.contributor.authorTursumbekova A.
dc.date.accessioned2026-09-09T05:25:43Z
dc.date.available2026-09-09T05:25:43Z
dc.date.issued2026
dc.description.abstractThis 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.
dc.identifier.citationTursumbekova A / The Impact of STEM Integration on Secondary School Students' Conceptual Understanding in Physics / SDU University
dc.identifier.urihttps://repository.sdu.edu.kz/handle/123456789/2655
dc.language.isoen
dc.publisherSDU University
dc.subjectSTEM integration
dc.subjectForce Concept Inventory (FCI)
dc.subjectAl-Farabi Specialized Lyceum
dc.titleThe Impact of STEM Integration on Secondary School Students' Conceptual Understanding in Physics
dc.typeThesis

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