The effect of engineering design-based science teaching on the academic achievements and some affective variables of included and other students

This study investigates the effects of engineering design-based science teaching in a classroom setting on the academic achievement, self-efficacy beliefs, and motivation-affective skills of both students with normal cognitive abilities and inclusion students. A mixed-method research approach incorporating both qualitative and quantitative measurement tools was used, employing a quasi-experimental design with experimental and control groups. The study was conducted during the 2023-2024 academic year in a public school in the Osmangazi district of Bursa, involving 76 students with normal cognitive abilities and 4 inclusion students from 5th and 6th grades.Students in the experimental group were taught using the engineering design-based science teaching method, while those in the control group followed the Ministry of National Education (MEB) curriculum and textbook. Data collection tools included the "Academic Achievement Scale for Electrical Circuit Elements," the "Academic Achievement Scale for Electricity Transmission," the "Self-Efficacy Belief in Science Learning" scale, and the "Science Motivation" scale. The quantitative data obtained from these scales were analyzed using SPSS 22.0. The qualitative data collection tools included the "Engineering Team Notebook" and "Semi-Structured Interview Questions," developed by the researcher. Data were analyzed using a rubric-based scoring key.The results indicated a positive increase in academic achievement for both experimental and control group students. However, no significant change was observed in the academic achievement of inclusion students in either group. While an increase was found in the science motivation scores of inclusion students in the experimental group, no significant change was observed in their self-efficacy and belief scores regarding science learning. In contrast, a decrease was observed in the science motivation and self-efficacy belief scores of inclusion students in the control group. It was concluded that engineering design-based science teaching positively influenced the self-efficacy beliefs and motivation of other students in the 5th and 6th-grade experimental groups. Based on the study findings, recommendations were provided.