Narrative-Animation STEAM Enrichment Program: Enhancing Creativity, Writing, and Affective Skills in Primary Students
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| Title: | Narrative-Animation STEAM Enrichment Program: Enhancing Creativity, Writing, and Affective Skills in Primary Students |
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| Language: | English |
| Authors: | Nor Azwahanum Nor Shaid, Nur Ainil Sulaiman, Fathiyah Mohd Kamaruzaman, Nurazidawati Mohamad Arsad |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, STEM Education, Program Effectiveness, Creative Development, Creativity, Writing Skills, Thinking Skills, Learning Motivation, Student Interests, Story Telling, Animation, Program Development |
| Abstract: | The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in primary education is essential to equip students with critical thinking, creativity, and problem-solving abilities relevant to today's dynamic world. However, traditional STEM approaches often face challenges in sustaining young learners' engagement and nurturing their holistic development. This study introduces the "Narrative-Animation STEAM Enrichment Program" (NA-STEAM), a creative and interactive learning intervention aimed at enhancing primary students' cognitive and affective skills through storytelling and animation. The primary objective of this research is to evaluate the effectiveness of NA-STEAM in developing creativity, writing skills, and interest in learning, alongside broader cognitive and affective outcomes such as motivation, engagement, and confidence. A mixed-methods design was employed, combining quantitative and qualitative data collection. Quantitative data were obtained through a survey completed by 78 primary school students, focusing on creativity, interest, and writing proficiency. Qualitative data were collected through classroom observations and interviews with selected students and teachers to gain deeper insights into changes in students' cognitive and affective engagement during the program. Findings reveal that students who participated in NA-STEAM showed significant improvements in creativity, writing abilities, and learning interest. Qualitative analysis further indicated growth in higher-order thinking, emotional engagement, and self-confidence. These results suggest that incorporating narrative and animation within STEAM education is an effective strategy to promote both creative expression and affective development among young learners, offering valuable implications for future curriculum design and STEM education initiatives. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679008 |
| Database: | ERIC |
| Abstract: | The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in primary education is essential to equip students with critical thinking, creativity, and problem-solving abilities relevant to today's dynamic world. However, traditional STEM approaches often face challenges in sustaining young learners' engagement and nurturing their holistic development. This study introduces the "Narrative-Animation STEAM Enrichment Program" (NA-STEAM), a creative and interactive learning intervention aimed at enhancing primary students' cognitive and affective skills through storytelling and animation. The primary objective of this research is to evaluate the effectiveness of NA-STEAM in developing creativity, writing skills, and interest in learning, alongside broader cognitive and affective outcomes such as motivation, engagement, and confidence. A mixed-methods design was employed, combining quantitative and qualitative data collection. Quantitative data were obtained through a survey completed by 78 primary school students, focusing on creativity, interest, and writing proficiency. Qualitative data were collected through classroom observations and interviews with selected students and teachers to gain deeper insights into changes in students' cognitive and affective engagement during the program. Findings reveal that students who participated in NA-STEAM showed significant improvements in creativity, writing abilities, and learning interest. Qualitative analysis further indicated growth in higher-order thinking, emotional engagement, and self-confidence. These results suggest that incorporating narrative and animation within STEAM education is an effective strategy to promote both creative expression and affective development among young learners, offering valuable implications for future curriculum design and STEM education initiatives. [For the complete proceedings, see ED678959.] |
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