Activity Design and Effect Analysis of Integrating STEAM Education with High School Statistics and Probability Teaching
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Abstract
To address the tendency of high school statistics and probability teaching to emphasize calculation while neglecting critical thinking and real-world modeling, this study designs and implements a STEAM-based project learning activity. The project uses structural reliability of high-performance industrial textile fibers as an inquiry context, guiding students to analyze tensile strength variability and weave-density distributions as statistical data. Through project construction, interdisciplinary tool integration, data modeling, and multidimensional evaluation, students apply sampling, distribution analysis, regression modeling, and probability reasoning to practical engineering problems. A quasi-experimental design is used, with one experimental class adopting STEAM-integrated project-based learning and one control class adopting traditional lecture-based teaching. The results show that the post-test score of the experimental class reaches 85.67, significantly higher than the control class score of 79.43. All project-work evaluation items exceed 3.9 points, and the number of classroom discussions increases from 12.5 to 19.0. The findings indicate that STEAM-integrated teaching can improve students’ data literacy, interdisciplinary application ability, and innovation awareness in statistics and probability learning.
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