The use of technology in education has modified teaching and learning processes. New concepts such as science, technology, engineering and mathematics (STEM) are changing traditional learning. The purpose of STEM education is to prepare students for university engineering courses and higher technical education. The main aim of the study reported on here was to understand the influence of a STEM-based teaching process in different socio-educational dimensions. This was done by comparing the results achieved with a traditional expository teaching process with different groups of students. A quasi-experimental design was applied. A sample of 231 Spanish students from the first year of secondary education (ESO) was chosen. The results show that the STEM approach was significant in all the dimensions of study and, according to teachers, was more influential for student motivation and grades. The results also show that the STEM teaching approach was significant in all the dimensions of study. These dimensions are motivation; teacher-student, student-content and student-student interactions; autonomy; collaboration; depth of content; resolution of problems; class time, student ratings; and teacher ratings. According to teachers, the strongest influence was on the students’ motivation and qualifications.

https://doi.org/10.15700/saje.v42ns1a2057

ORCiD iDs of authors:
Jesús López-Belmonte - https://orcid.org/0000-0003-0823-3370
Adrián Segura-Robles - https://orcid.org/0000-0003-0753-7129
Antonio-José Moreno-Guerrero - https://orcid.org/0000-0003-3191-2048
María Elena Parra-González - https://orcid.org/0000-0002-6918-9126