Impact of Enhanced Learning Approaches on STEM-Focused Education for School Children in Assam, India

摘要

In today's growing digital era, young students' emphasis on science and technology has multi-folded into the development of computational thinking, critical thinking, problem-solving mindset, and better learning outcomes. Traditionally, young children who tend to perform well academically are expected to become more successful in their careers rather than the skill set they learn and develop their cognition for better opportunities. On the contrary, skill set also plays a significant role in enhancing student engagement towards STEM (Science, Technology, Engineering and Mathematics) education. Implementing educational robots and artificial intelligence in STEM classrooms as teaching tools represents a transformative approach to modern teaching methods. Incorporating a fun-based, hands-on learning environment using programming, designing, and problem-solving tasks for students to enhance their cognitive abilities can stimulate curiosity and innovation among them. The novelty of this study is that it analyses two case studies on introducing robotics and artificial intelligence among school children of rural-based schools in Assam, India, which enhances the participating students' self-efficacy, technical knowledge, and problem-solving attitude. This study aims to analyze the impact of an enhanced learning approach on school students regarding knowledge gain, self-worth, and innovative thinking compared to traditional teaching methods. Academicians from the Indian Institute of Technology Guwahati have been a part of the sessions provided to children. The data collection and analysis have been approved by the participants and their school teachers. A set of questions was developed to understand some knowledge-based and perception-based parameters through pre/post-tests and draw-a-robot activity. This study demonstrates positive effect sizes (cohen’s d = 1.64 and 5.41) from both case studies and statistic t-values to support the alternate hypothesis on a greater effect of implementing enhanced teaching methods for STEM education.