Investigating the Effects of the STEAM Approach on English Test Scores and Learning Experiences of Grade 5 Students at BVT School
DOI:
https://doi.org/10.60087/ijls.vol3.n3.013Keywords:
STEAM education, PPP method, English Language Learning, Student engagement, primary school studentsAbstract
This study investigates the impact of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach on Grade 5 Vietnamese students' English achievement and learning experiences compared to the traditional Present-Practice-Produce (PPP) method. Employing a convergent mixed-methods quasi-experimental design, the research involved 91 students divided into an experimental group (STEAM) and a control group (PPP). Quantitative data were collected through pre-tests and post-tests measuring overall English proficiency, while qualitative insights were gathered via semi-structured interviews with the experimental cohort. Quantitative results indicated that both groups achieved statistically significant longitudinal score improvements; however, there was no significant difference in the growth trajectories between the two instructional methods, meaning the STEAM approach did not outperform the PPP method in immediate academic gains. Conversely, qualitative findings demonstrated that STEAM instruction significantly enhanced student engagement, motivation, peer collaboration, and perceived authentic language use through hands-on, real-world projects. In conclusion, while the STEAM approach may not yield superior immediate cognitive test outcomes compared to traditional instruction, it effectively cultivates essential non-cognitive competencies and positive affective attitudes that support long-term language development.
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