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<p>STEAM program integrates Science, Technology, Engineering, Art, and Mathematics (STEAM) into primary school education to enhance learning. This study aimed to determine the impact of STEAM-based education on skill acquisition of primary school students in Uzbekistan, with specific focus on cognitive skills, creativity, and problem-solving abilities. 100 primary school students aged 11 to 13 were divided into an experimental group exposed to STEAM methodologies and a control group following traditional educational approaches. The STEAM curriculum was structured around the 5E Learning Model and the Engineering Design Process, emphasizing hands-on, inquiry-driven learning experiences. Pre-test and post-test assessments of students’ cognitive development were determined using Raven’s Progressive Matrices (RPM), creativity through ideation-based evaluations, and problem-solving ability using standardized assessment frameworks. The results showed a statistically significant improvement in the experimental group across all measured variables compared to the control group. Findings reveal that STEAM-based learning improved cognitive skills, enhances students’ creativity, and problem-solving abilities. Moreover, qualitative analysis revealed the program’s positive impact on cognitive skills, creativity and problem solving abilities. This study highlights the need for comprehensive teacher development programs, policy reforms, and infrastructural support to sustain STEAM education. By aligning with Uzbekistan’s broader Education Sector Plan, this research contributes to ongoing educational reforms, advocating for the expansion of STEAM methodologies in primary education. A well-structured STEAM framework can prepare students for future technological and scientific advancements, equipping them with critical competencies essential for success in the 21st-century knowledge economy.</p>

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Evaluating skill acquisition in primary education in Uzbekistan through STEAM-based learning approaches

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月5日

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  • Gofurdjon Mukhamedov,
  • Ziyoda Mukhamedova,
  • Dilbar Mukhamedova,
  • Gоvhar Fuzailova,
  • Zilfira Dineeva,
  • Omotosho Dhulqarnain Akanji

摘要

STEAM program integrates Science, Technology, Engineering, Art, and Mathematics (STEAM) into primary school education to enhance learning. This study aimed to determine the impact of STEAM-based education on skill acquisition of primary school students in Uzbekistan, with specific focus on cognitive skills, creativity, and problem-solving abilities. 100 primary school students aged 11 to 13 were divided into an experimental group exposed to STEAM methodologies and a control group following traditional educational approaches. The STEAM curriculum was structured around the 5E Learning Model and the Engineering Design Process, emphasizing hands-on, inquiry-driven learning experiences. Pre-test and post-test assessments of students’ cognitive development were determined using Raven’s Progressive Matrices (RPM), creativity through ideation-based evaluations, and problem-solving ability using standardized assessment frameworks. The results showed a statistically significant improvement in the experimental group across all measured variables compared to the control group. Findings reveal that STEAM-based learning improved cognitive skills, enhances students’ creativity, and problem-solving abilities. Moreover, qualitative analysis revealed the program’s positive impact on cognitive skills, creativity and problem solving abilities. This study highlights the need for comprehensive teacher development programs, policy reforms, and infrastructural support to sustain STEAM education. By aligning with Uzbekistan’s broader Education Sector Plan, this research contributes to ongoing educational reforms, advocating for the expansion of STEAM methodologies in primary education. A well-structured STEAM framework can prepare students for future technological and scientific advancements, equipping them with critical competencies essential for success in the 21st-century knowledge economy.