The Effect of STEM Activities on the Academic Performance of Students with Reading Problems
Abstract
This research aimed to increase the academic performance of fifth-grade secondary school students (aged 10 years) with reading problems in science classes. Using the single-subject ABA research model, the study was conducted one-on-one with three fifth-grade students with reading problems who were studying at a secondary school in a city centre in the western region of Turkey. The research was carried out over a four-week period, with two lesson hours per week. Semi-structured interviews were conducted with science teachers to develop the activities in the research and activity sheets were subsequently developed based on the interview findings. To determine academic performance in the science course, three group monitoring tests consisting of ten questions were prepared for the Sun, Earth and Moon unit outcomes and checklists added to the activity booklets were used. In addition, a STEM continuity survey was used to determine whether students with reading problems would like to receive education with STEM activities. The results obtained in the research showed that there was an increase in the academic performance of the students. In addition, all three students participating in the study stated that they would like to continue receiving education through STEM activities.
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References
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