Enhancing Elementary Students’ Social Science Learning Outcomes through Technology-Integrated STEM Learning

Abstract

This study aim to investigates the effect of technology-integrated STEM learning on elementary students’ social science studies learning outcomes. A quasi-experimental design with a pretest-posttest control group was employed, involving 40 fifth-grade students divided into an experimental group and a control group. The experimental group received STEM instruction integrated with digital technologies, including PhET Interactive Simulations, LabXplore, Social science Digital Lab, YouTube Kids, EduTV, Padlet, and Google Slides, while the control group received conventional STEM instruction. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene’s homogeneity test, independent samples t-test, N-Gain analysis, and Cohen’s d effect size. The results showed that the experimental group achieved a higher posttest mean score than the control group. The N-Gain score of the experimental group (moderate) was higher than the control group (low), with a statistically significant difference. The effect size analysis indicated a large effect, demonstrating a substantial impact of the intervention. These findings concluded that technology-integrated STEM learning significantly improves students’ conceptual understanding and engagement. The integration of interactive digital tools provides meaningful learning experiences that support scientific literacy and 21st century skills development in elementary education.