The Impact of STEM Learning Model on Physics Learning Outcomes of High School Students in Seoul
Keywords:
STEM education, physics learning outcomes, high school students, Seoul, inquiry-based learningAbstract
This study investigates the impact of Science, Technology, Engineering, and Mathematics (STEM) learning models on physics learning outcomes among high school students in Seoul, South Korea. As global educational systems increasingly emphasize integrated, inquiry-based approaches, understanding STEM implementation effectiveness in high-performing educational contexts provides valuable insights for pedagogical innovation. Employing a quasi-experimental design with pretest-posttest control group configuration, this research involved 120 eleventh-grade students from two public high schools in Seoul, with experimental groups receiving STEM-based physics instruction while control groups experienced conventional teaching approaches. Data collection utilized standardized physics achievement tests, scientific process skills assessments, and student perception surveys. Results demonstrate that STEM learning models significantly improved physics learning outcomes, with experimental groups achieving 23.4% higher mean scores than control groups and demonstrating enhanced conceptual understanding, problem-solving abilities, and scientific inquiry skills. Additionally, students in STEM classrooms reported increased motivation, engagement, and perceived relevance of physics to real-world applications. These findings support STEM pedagogy adoption in physics education and highlight implementation considerations including teacher preparation, resource allocation, and curriculum integration strategies essential for maximizing educational impact in technologically advanced educational systems.
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