Blended Learning in STEM and Non-STEM Courses: How do Student Performance and Perceptions Compare?

Abstract

Examined in this study is the question of whether students in STEM courses perform better and have more positive perceptions than students in non-STEM courses, when both are offered in the blended format. As part of a blended learning initiative, 6 STEM and 8 non-STEM university courses were redesigned using the blended format. Students (n = 318) were surveyed on perceptions of their blended experience and courses grades were compared. Results indicated that STEM students performed significantly higher than non-STEM students; however, STEM students did not perceive their courses as positively as non-STEM students. The conclusion was that focusing blended learning course redesign in STEM fields in higher education may be advantageous, although more research is needed to confirm the findings and to investigate why student perceptions were relatively low for STEM students.

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

“…However, the use of VR or AR is understudied, but it is expected to increase in the years ahead due to its ability to boost interest in STEM [73]. The results confirmed previous findings that blended learning in STEM increases performance and reduces dropout [74]. Advanced learning technologies have a major role to play in STEM education.…”

STEM vs non-STEM differences in university teaching and research during the COVID-19 pandemic: the case of Sri Lanka

“…These concerns appear to be universal among STEM academics around the worldas highlighted in Brancaccio-Taras et al (2021), many STEM academics are concerned that students no longer get the hands-on experiences that make them feel like scientists. However, there is increasing evidence of successful initiatives undertaken by scientists to address this challenge, such as increasing the use of research articles and case studies to engage learners, and designing online labs and research experiences for students (Brancaccio-Taras et al, 2021;Owston et al, 2020). Indeed, Seaman et al (2021) argue that while STEM teachers have a perception that teaching their subjects online poses a unique challenge, there are potential learnings that can be taken from the non-STEM disciplines that also involve practicals, such as music and dance.…”

“…There is also a growing body of research on the use of blended learning and online teaching in STEM fields after the onset of the COVID-19 pandemic, though few make comparisons between STEM and non-STEM fields. One such project by Owston et al (2020) compares the performance following and perceptions about blended learning between students in STEM and non-STEM courses. The research finds that STEM students performed significantly better, though their perceptions about the course were more negative.…”

“…, 2021) as well as on the impact of COVID-19 in the STEM fields (Brancaccio-Taras et al. , 2021; Owston et al. , 2020; Seaman et al.…”

“…While there is a body of evidence documenting the differences in teaching methods and research practices between STEM and non-STEM disciplines (see, e.g. Kara et al, 2021;Lindblom-Ylanne et al, 2006;Nelson Lairdet al, 2008;Eagan, 2016;Uddin et al, 2021) as well as on the impact of COVID-19 in the STEM fields (Brancaccio-Taras et al, 2021;Owston et al, 2020;Seaman et al, 2021), there is less evidence on the differences between disciplines in their responses to the pandemic. Understanding these differences is important for formulating institutional and policy responses to ensure that the learning outcomes of all students, as well as the working conditions and productivity of staff is not compromised.…”