Enhancing cognitive skills and attitude toward science through 5E-based STEM education

This study examined the association between an interactive 5E-based STEM education framework and cognitive skills and attitudes toward science among seventh-grade female students using a one-group pre-test-post-test quasi-experimental design. By integrating inquiry-based learning with real-world applications, the framework aimed to cultivate scientific literacy, critical thinking, and student engagement. Three instruments were employed: (a) an academic achievement test based on Bloom's taxonomy (18 multiple-choice questions, Cronbach's α = 0.724), (b) a science basic process skills test (Cronbach's α = 0.703), and (c) an attitude toward science test (Cronbach's α = 0.842). Content validity was confirmed by a panel of experts (CVI > 0.79). Within the limitations of the one-group pre-test-post-test design, the findings suggest improvements in students' comprehension of scientific principles, development of higher-order cognitive skills (Cohen's d ranging from 0.83 to 1.39), and more positive attitudes toward science (Cohen's d ranging from 0.72 to 2.52). Additionally, the supportive classroom environment and hands-on teaching strategies appeared to contribute to these outcomes. These results provide preliminary evidence for the potential of the 5E framework in promoting interactive STEM education and fostering scientifically literate individuals. However, causal claims cannot be made due to the absence of a control group, and further research with more rigorous designs is warranted.