The Effect of STEAM Education on Math Anxiety and Academic Achievement in Ninth-Grade Middle School Students
Keywords:
STEAM education, math anxiety, academic achievementAbstract
This study aimed to investigate the effect of STEAM-based education on reducing math anxiety and enhancing academic achievement among ninth-grade middle school students. A quasi-experimental single-group pre-test–post-test design was employed. Twenty-eight ninth-grade male students in Gorgan, Iran, were selected via multi-stage cluster random sampling. Instruments included the Math Anxiety Rating Scale (MARS) and a researcher-developed mathematics achievement test, both validated for content and reliability. The STEAM intervention spanned five sessions incorporating group work, games, problem-solving, technology, and artistic components aligned with the mathematics curriculum. Statistical analysis involved paired t-tests, Wilcoxon signed-rank tests, Spearman correlation, and quantile regression. The STEAM intervention significantly reduced math anxiety in classroom settings (p = 0.001), homework (p = 0.002), and tests (p = 0.001), but not in general anxiety (p = 0.301) or anxiety in social settings (p = 0.251). Students with higher pre-test achievement experienced lower anxiety post-intervention. Academic achievement significantly improved following the intervention (p = 0.000, Z = -3.658). However, the negative correlation between anxiety reduction and achievement gain was not statistically significant (p = 0.606). STEAM-based instruction effectively reduced specific dimensions of math anxiety and significantly enhanced academic performance among ninth-grade students. While it proved beneficial in educational contexts, additional measures may be needed to address generalized and socially driven anxiety.
Downloads
References
Carter VR. Defining characteristics of an integrated stem curriculum in k-12 education 2013.
Gardner M. Beyond the Acronym: Preparing Preservice Teachers for Integrated STEM Education. Ailacte journal. 2017;14(1):37-53.
Gunderson EA, Park D, Maloney EA, Beilock SL, Levine SC. Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development. 2018;19(1):21-46. doi: 10.1080/15248372.2017.1421538.
Li Y, Schoenfeld AH. Problematizing teaching and learning mathematics as "given" in STEM education. International journal of STEM education. 2019;6(1):1-3. doi: 10.1186/s40594-019-0197-9.
Dowker A, Sarkar A, Looi CY. Mathematics Anxiety: What Have We Learned in 60 Years? Front Psychol. 2016;7:508. doi: 10.3389/fpsyg.2016.00508.
Namkung JM, Peng P, Lin X. The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of educational research. 2019;89(3):459-96. doi: 10.3102/0034654319843494.
Chang H, Beilock SL. The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences. 2016;10:33-8. doi: 10.1016/j.cobeha.2016.04.011.
Yamani M, Almala A, Elbedour S, Woodson K, Reed G. Math anxiety: Trends, issues and challenges. Journal of Psychology and Clinical Psychiatry. 2018;9(1):00503.
Luttenberger S, Wimmer S, Paechter M. Spotlight on math anxiety. Psychology research and behavior management. 2018:311-22. doi: 10.2147/PRBM.S141421.
Hill F, Mammarella IC, Devine A, Caviola S, Passolunghi MC, Szűcs D. Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and individual differences. 2016;48:45-53. doi: 10.1016/j.lindif.2016.02.006.
Jansen BR, Louwerse J, Straatemeier M, Van der Ven SH, Klinkenberg S, Van der Maas HL. The influence of experiencing success in math on math anxiety, perceived math competence, and math performance. Learning and individual differences. 2013;24:190-7. doi: 10.1016/j.lindif.2012.12.014.
Hettinger JK. Finding success in elementary science across socioeconomic boundaries 2014.
Vukovic RK, Roberts SO, Green Wright L. From parental involvement to children's mathematical performance: The role of mathematics anxiety. Early Education & Development. 2013;24(4SP - 446):467. doi: 10.1080/10409289.2012.693430.
Fufa FS, Tulu AH, Ensene KA. Examining the challenges of using student-centred teaching strategies in secondary schools: A qualitative approach. Journal of Pedagogical Sociology and Psychology. 2023;5(3):61-72. doi: 10.33902/jpsp.202323181.
Aboutalebi H. The effect of academic motivation and academic seriousness on the academic achievement of female primary school students in District 7 of Karaj. Management and Educational Perspective. 2021;2(4):119-34.
Han S, Capraro R, Capraro MM. How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education. 2015;13(5):1089-113. doi: 10.1007/s10763-014-9526-0.
Nağaç M, Kalaycı S. The effect of STEM activities on students' academic achievement and problem solving skills: Matter and heat unit. e-Kafkas Journal of Educational Research. 2021;8(3):480-98. doi: 10.30900/kafkasegt.964063.
Mosallami SA, Vahedi M, Nili Ahmadabadi M. Designing a STEAM based mobile learning and its effect on mathematics learning of sixth grade elementary students. Educational Psychology. 2025;21(75):39-65. doi: 10.22054/jep.2024.75593.3907.
Eskandari M, Hoseinikhah A, Zarghami S. Developing the Ideal Model of Instruction in Primary School based on the STEAM Integrated Approach. Qualitative Research in Curriculum. 2024;5(16):-. doi: 10.22054/qric.2025.82029.390.
Crabtree LM, Richardson SC, Lewis CW. The gifted gap, STEM education, and economic immobility. Journal of Advanced Academics. 2019;30(2):203-31. doi: 10.1177/1932202X19829749.
Claessens A, Engel M. How important is where you start? Early mathematics knowledge and later school success. Teachers College Record. 2013;115(6):1-29. doi: 10.1177/016146811311500603.
Patton J. Effects of social role perceptions of gender on STEM classes in middle school 2013.
Gnagey J, Lavertu S. The impact of inclusive STEM high schools on student achievement. AERA Open. 2016;2(2):2332858416650870. doi: 10.1177/2332858416650870.
Yaratan H, Kasapoğlu L. Eighth grade students' attitude, anxiety, and achievement pertaining to mathematics lessons. Procedia-Social and Behavioral Sciences. 2012;46:162-71. doi: 10.1016/j.sbspro.2012.05.087.
Fritz A, Haase VG, Räsänen. International handbook of mathematical-learning difficulties: From the laboratory to the classroom2019.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 Navid Sanaei (Corresponding author); Hosain Lotfi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
