Enhancing Student Engagement in Nanotechnology through STEM-Based Instruction: Evidence from a Quasi-Experimental Study in Higher Education

Bakdaulet Anas; Mazhyn  Skakov; Sherzod  Ramankulov; Ali  Coruh

doi:10.48161/qaj.v6n2a2334

Authors

Bakdaulet Anas Department of Physics and Technology, Higher School of IT and Natural Sciences, Sarsen Amanzholov East Kazakhstan University, Ust-Kamenogorsk 070004, Kazakhstan; https://orcid.org/0009-0001-0283-8697
Mazhyn Skakov Department of Physics and Technology, Higher School of IT and Natural Sciences, Sarsen Amanzholov East Kazakhstan University, Ust-Kamenogorsk 070004, Kazakhstan; https://orcid.org/0000-0003-3716-8846
Sherzod Ramankulov Department of Physics, Faculty of Natural Sciences, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan 161200, Kazakhstan; https://orcid.org/0000-0002-4786-942X
Ali Coruh Department of Physics, Faculty of Arts and Sciences, Sakarya University, Sakarya 54187, Türkiye. https://orcid.org/0000-0002-7362-6173

DOI:

https://doi.org/10.48161/qaj.v6n2a2334

Keywords:

STEM-based instruction, Nanotechnology education, Student engagement, Quasi-experimental study, Physics education innovation

Abstract

The integration of STEM-based instructional approaches into advanced scientific fields such as nanotechnology is increasingly recognized as essential for improving student engagement and conceptual understanding in higher education. However, empirical evidence on its effectiveness in physics education remains limited. This study examines the impact of STEM-oriented, project-based instruction on undergraduate students’ interest in nanotechnology. A quasi-experimental design was implemented involving 108 second- and third-year physics students from three universities in Kazakhstan. Participants were divided into an experimental group (n = 53), which received STEM-based project and laboratory instruction, and a control group (n = 55), which was taught using traditional lecture-based methods over a 15-week semester. Student interest in nanotechnology was measured using a validated 20-item Likert-scale questionnaire with high reliability (Cronbach’s α ≥ 0.80), administered before and after the intervention. Pre-test results confirmed no statistically significant differences between groups (p > 0.05), ensuring baseline equivalence. Post-test findings demonstrated a marked improvement in the experimental group (+28 points) compared to the control group (+7 points). Statistical analysis using the Mann–Whitney U test confirmed a significant difference between groups (p < 0.001), with a large effect size (r ≈ 0.78). These results provide strong evidence that STEM-based, inquiry-driven instruction significantly enhances student engagement and interest in nanotechnology. The study contributes to STEM education literature by highlighting the effectiveness of experiential and interdisciplinary teaching strategies in fostering motivation toward emerging scientific fields. The findings also offer practical implications for curriculum developers and educators seeking to modernize science education through active learning methodologies.

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