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Statistical Analysis of Academic Achievement and Intrinsic Motivation in STEM Students Еducated through a Competency-based Approach

„Аз-буки“ от „Аз-буки“
08-08-2025
in Uncategorized
A A

Muharem Mollov1), Dimitar Stoitsov1), Gencho Stoitsоv1)

1) Paisii Hilendarski University – Plovdiv (Bulgaria)

https://doi.org/10.53656/math2025-3-2-saa

Abstract. This study explores the impact of Competency-Based Education (CBE) on students’ academic performance in selected STEM disciplines and on their intrinsic motivation. In the context of growing interest in STEM (Science, Technology, Engineering, and Mathematics), the research examines whether the implementation of CBE can enhance student achievement and foster deeper motivation. The study was conducted with two groups of students from “Hristo Botev” High School in the village of Chepintsi. To assess intrinsic motivation, questionnaires were administered before and after the CBE intervention. Academic achievement was evaluated through tests and grades. The working hypothesis suggested that CBE would positively affect both academic outcomes and intrinsic motivation. The results support this hypothesis, highlighting the potential of CBE as an effective educational approach for developing young STEM learners. The findings indicate that CBE contributes not only to improved academic performance but also to greater interest and engagement in scientific and technological fields.

Keywords: competency-based education, motivation, STEM, CBE, PISA 2025

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Свързани статии:

Default ThumbnailIsraeli Math Teachers‘ View on Integration of STEM Modules in Mathematics Studies as a Motivator in 9th Grade Default ThumbnailOn Integration of STEM Modules in Mathematics Education Default ThumbnailImplementing STEM/STEALM in the Elementary School Classroom Default ThumbnailForces – Motion and Balance. Biomechanics of the Human Body – an Interdisciplinary STEAM practice
Tags CBEcompetency-based educationmotivationPISA 2025STEM

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Последни публикации

  • Strategies for Policy in Science and Education, Number 3/2025, Volume 33
  • Strategies for Policy in Science and Education, Number 2s/2025, Volume 33
  • Strategies for Policy in Science and Education, Number 2/2025, Volume 33
  • Strategies for Policy in Science and Education, Number 1s/2025, Volume 33
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  • Годишно съдържание сп. „Стратегии на образователната и научна политика“, 2024 г.
  • Strategies for Policy in Science and Education, Number 6/2024, Volume 32
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  • Strategies for Policy in Science and Education, Number 5s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 5/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 4s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 4/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 3s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 3/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 2/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 1s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 1/2024, Volume 32
  • ГОДИШНО СЪДЪРЖАНИЕ НА СТРАТЕГИИ НА ОБРАЗОВАТЕЛНАТА И НАУЧНАТА ПОЛИТИКА НАУЧНО СПИСАНИЕ, ГОДИНА XXXI
  • Strategies for Policy in Science and Education, Number 6s/2023, Volume 31
  • Strategies for Policy in Science and Education, Number 6/2023, Volume 31
  • Strategies for Policy in Science and Education, Number 5s/2023, Volume 31
  • Strategies for Policy in Science and Education, Number 5/2023, Volume 31

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