The effect of environmentally friendly stem applications in human and environment unit on 4th grade students' achievement in science and retention of knowledge

This study was conducted to examine the effect of Environmentally Friendly STEM applications within the "Human and Environment" unit on the academic achievement of 4th-grade primary school students in the science course. The research was carried out during the fall semester of the 2024–2025 academic year with the participation of 51 fourth-grade students attending a public primary school in a district of a province located in the Western Black Sea region of Turkey. A pretest-posttest control group experimental design was used. Data were collected using an Achievement Test. During the data collection process, the Achievement Test was administered to both the control and experimental groups as a pretest, posttest, and retention test. To compare the pretest, posttest, and retention test scores, non-parametric tests such as the Mann-Whitney U test and the Wilcoxon Signed-Rank Test were used. In the experimental group, lessons were conducted over a period of three weeks, for two class hours per week, following a lesson plan supported by STEM applications. In the control group, lessons were also conducted over the same period and duration; however, no additional instruction was provided beyond the activities included in the official science curriculum. Before the intervention, the pretest academic achievement scores of both the control and experimental groups were determined, and it was found that the readiness levels of both groups were similar. After the experimental process, the posttest results showed a significant increase in the academic achievement scores of the students in the experimental group who received instruction supported by STEM applications. Although an increase in academic achievement was also observed in the control group, the posttest scores indicated a more significant difference in favor of the experimental group. Analyzing the retention test scores, it can be stated that learning retention was achieved in both groups. Based on these findings, it can be concluded that science instruction supported by STEM activities has a positive effect on students' academic achievement.