Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy: A Case Study in Primary Mathematics
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,...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2024-12-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/01/EHASS202451635.pdf |
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| author | Desmond Wesley Govender Daniel Adeboye Irene Govender |
| author_facet | Desmond Wesley Govender Daniel Adeboye Irene Govender |
| author_sort | Desmond Wesley Govender |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-f70cb850c07c4f73b04f9960497f5d75 |
| institution | Kabale University |
| issn | 2720-7722 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj-art-f70cb850c07c4f73b04f9960497f5d752025-01-17T13:04:46ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222024-12-0151631323139https://doi.org/10.38159/ehass.202451635Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy: A Case Study in Primary MathematicsDesmond Wesley Govender0https://orcid.org/0000-0002-6115-9635Daniel Adeboye1https://orcid.org/0009-0006-6708-1986Irene Govender2https://orcid.org/0000-0002-4499-1091University of Kwa Zulu-Natal, South Africa.University of Kwa Zulu-Natal, South Africa.University of Kwa Zulu-Natal, South Africa.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.https://noyam.org/wp-content/uploads/2025/01/EHASS202451635.pdfactive pedagogyactivated classroom teachingmathematics educationtechnology integration. |
| spellingShingle | Desmond Wesley Govender Daniel Adeboye Irene Govender Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy: A Case Study in Primary Mathematics E-Journal of Humanities, Arts and Social Sciences active pedagogy activated classroom teaching mathematics education technology integration. |
| title | Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy: A Case Study in Primary Mathematics |
| title_full | Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy: A Case Study in Primary Mathematics |
| title_fullStr | Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy: A Case Study in Primary Mathematics |
| title_full_unstemmed | Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy: A Case Study in Primary Mathematics |
| title_short | Enhancing STEM Learning through the Activated Classroom Teaching Pedagogy: A Case Study in Primary Mathematics |
| title_sort | enhancing stem learning through the activated classroom teaching pedagogy a case study in primary mathematics |
| topic | active pedagogy activated classroom teaching mathematics education technology integration. |
| url | https://noyam.org/wp-content/uploads/2025/01/EHASS202451635.pdf |
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