Author ORCID Identifier

https://orcid.org/0009-0009-0969-2449

https://orcid.org/0000-0002-6955-4955

Document Type

Article

Publication Date

4-14-2026

Division

School of Education Counseling and Psychology in Education

Keywords

STEM, integrated STEM, elementary science education, integration, engagement, student engagement, experimental design

Abstract

Student engagement in math and science courses decreases starting in middle school and continues throughout high school. This lack of engagement results in students taking only the required math and science coursework and not advanced coursework that would help prepare them for future careers in science, technology, engineering, and mathematics fields. Integrated STEM (Science, Technology, Engineering, Mathematics) learning activities may be used to promote student engagement and learning. This experimental design study was conducted with students in grades 3-5 in one mid-sized rural school district in the upper mid-west. Student engagement was analyzed using a pre/post-survey. Modeling analysis measured the extent to which lesson type, integrated STEM lesson or traditional non-integrated lesson, predicted student engagement. Additionally, we examined the extent to which engagement mediates the relationship between lesson type and student learning. Findings from this study indicate that integrated STEM learning activities increased student engagement, which may lead to students taking additional math and science courses in high school and pursuing a future in a high demand STEM career.

Publication Title

Journal for STEM Education Research

DOI

10.1007/s41979-025-00180-1

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Available for download on Wednesday, April 14, 2027

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