A study on perceptions and practices of STEAM-based education with university students

Abstract

The present survey-based study was conducted with (n = 317) university students in Lucknow city of India to examine their perceptions and practices about Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. The data was collected from students belongingto different academic streams including Science, Economics, Arts, Engineering, Architecture, Computer Sciences, and Business and Management etc. from different higher educational institutions of the city. The snowball sampling method was adopted for the study. A tool in the form of a 5-pointer rating scale with three categories viz. Awareness, Perception and Implementation along with two dimensions in the Awareness category, four dimensions in the Perception category and one dimension in the Implementation category was constructed to collect data with a total of 23 items which were related to majorly three mentioned categories and demographic information. Frequency data analysis and the Kruskal-Wallis H test were used for analysis. The findings showed that most students hold a positive perspective towards the advantages of STEAM in their learning process. Still, despite the positive perspective, significant differences in the perception and implementation category of STEAM-based education was seen. The teaching-learning process is not planned as per STEAM education and classroom teaching lacks in in-cooperating STEAM. A significant difference was observed in the perception and implementation of STEAM-based education. The study showed that more than 70 per cent of the students believed that STEAM-based Education may enhance deeper understanding, constructivist approach, professional efficiency and critical thinking. The findings also highlighted the positive role of STEAM Education in infusing aesthetic elements and holistic approach in students.