Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy

A Case Study in Primary Mathematics

Bibliographic Data

ID22257488
AuthorsDesmond Wesley Govender (0000-0002-6115-9635, University of Zululand), Daniel Adeboye (0009-0006-6708-1986, University of Zululand), Irene Govender (0000-0002-4499-1091, University of Zululand)
Year2024
Pages3132-3139
Publication date2024-12-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueE-Journal of Humanities Arts and Social Sciences (JOURNAL)
Journal identifiersISSN: 2720-7722 • E-ISSN: 2720-7722
PublisherNoyam Publishers (PUBLISHER)
DOI10.38159/ehass.202451635
OpenAlexW4406172805
LanguageEN
References cited14

Students often exhibit a strong aversion to STEM subjects, particularly Mathematics, leading to poor performance. This study thus explored the use of the Activated Classroom Teaching (ACT) pedagogy in addressing this aversion. The ACT model incorporates five core components: curation, conversation, correction, creation, and chaos—that promote active learning through technology. A seven-week intervention was conducted with 91 primary school students in Nigeria to evaluate the model’s effect on student engagement and academic performance. Data was collected through pre- and post-intervention tests. Results indicated a significant improvement in students’ performance, with an 8.79% increase in mean scores. This study highlights the potential of active digital pedagogies to transform mathematics education and improve outcomes in STEM subjects. The results of this study show that active learning strategies, especially those that leverage technology, can play a critical role in addressing the challenges associated with traditional mathematics education. Keywords: Active Pedagogy, Activated Classroom Teaching, Mathematics Education, Technology Integration

Mathematics education · Pedagogy · Physics · Experimental Learning in Engineering · Innovative Teaching Methods · Psychology · Teaching and Learning Programming

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