Canadian Journal of Educational and Social Studies

Vol. 5(5), 2025, pp.137-146

Statistical Method to Assess Mathematical Skills of Primary

School Students through STEM Education in Perspective of
Block-Based Programming Scratch

M. Asif Farooq1 & T. Noreen2 & T. Mehmood3 & Muhammad Qasim4 & Asif Mushtaq5

1,3
Department of Mathematics, School of Natural Sciences, National University of Sciences and
Technology (NUST), 44000, Islamabad, Pakistan
2
School of Electrical Engineering and Computer Science (SEECS), National University of
Sciences and Technology (NUST), 44000, Islamabad, Pakistan
4
Jiangsu Center of Mathematics and Applied Mathematics, China University of Mining &
Technology (CUMT), 221116, Xuzhou, China
5
Seksjon for Matematikk, Nord Universitet, 8026, Bodø, Norway
Correspondence: Muhammad Qasim, China University of Mining & Technology (CUMT),
221116, Xuzhou, China
Email: qasim99956@[Link]

DOI: 10.53103/cjess.v5i5.410

Abstract

In modern education the latest technologies accompanied with traditional teaching skills have
enormous scope. Especially, in mathematical education the computational skills play a pivotal role.
This paper presents the assessments made in mathematical education in relation to STEM and
Scratch. Our goal is to investigate how the mathematical concepts like geometry, algebra when
taught by new techniques based on visualization significantly improve the understanding of the
primary school students. Our focus is on (a) emotional (b) behavioral (c) cognitive skills. Therefore,
we designed an experiment in which 44 students were given a task accompanied by applying the
traditional teaching methodologies. The same 44 students were given the same questionnaire of
mathematical concepts after delivering lecture through Scratch and blended STEM education. Based
on statistical analysis significant improvement (with p-value < 0.001) has been observed in students
in terms of understanding circle, line and angle concepts. Moreover, training raised the cognitive,
behavioral, emotional and overall engagement scores by 9.682, 1.045, 10.932, 21.227, respectively.

Keywords: Mathematical Education, STEM, Scratch, Pedagogical Skills, Block Based Pro-
Gramming
Statistical Method to Assess Mathematical Skills 138

The Problem and Its Background

Rationale

The traditional education in itself contains some loopholes which cannot produce
desired results. The latest trends have been introduced to make mathematical education and
other subjects based on skill-defined strategies. The lack of success in delivering
mathematical education to pupils has contributed to the drawback of the way mathematical
concepts are furnished to the students. This resulted in decreasing students’ interest in
opting mathematics as a subject and a career choice. Some innovative ways are required to
make students comfortable with mathematics and convince them to choose it as a career in
this field.
With the advent of new concepts Science, Technology, Engineering and
Mathematics (STEM) where different fields merge together to bring a scientific solution
to the problem exist in education. In their work, Sintema and Phiri (2018) discussed
TPACK (Integrating Technology in instructional practices). Dorouka et al. (2020) have
introduced the usage of tablets and apps in STEM education. Nguyen et al. (2020) inferred
some criteria for an intelligent problem solver in STEM education. A review on STEM
education is presented in the work of Wan et al. (2020). In Dare et al. (2019) it was reported
that K-12 science teachers conceptualized using STEM education. (For literature review
on STEM refer to Margot and Kettler, (2019); Martin-Paez et al. (2019)). A conceptual
framework in STEM education was discussed in Kelley and Knowles (2016). The
usefulness of STEM education in elementary and middle school was discussed in the work
of English (2017). Radloff and Guzey (2016) investigated STEM teacher conceptions of
STEM education.
The programming in understanding mathematics and physics concepts took a new
role in education. The programming dependency in teaching has shown positive outcomes
in students’ understanding. The block-based programs, Scratch, is a popular and widely
used programming tool in primary and middle school. The Scratch is used for creating
shapes and games for academic purposes. Topalli and Cagiltay (2018) discussed improving
programming skills of education in Scratch. Oh (2017) reported perception developed
Scratch interest for non-major students. Papadakis et al. (2017) brought the appropriateness
of Scratch in primary and secondary education. Ortiz and Romo (2016) discussed the
importance of Scratch in secondary education. Hermans and Aivaloglou (2017) showed
either to use Scratch or not by controlled experiment. Recently a new tool of Arduino has
been added along with the Scratch in education. This combination of teaching was
discussed by Fidai et al. (2020). Iskrenovic (2020) discussed geometry teaching with
Scratch. Salac et al. (2020) reported TIPPSEE as a strategy in guiding students through
Scratch activities. Rodriguez et al (2020) did an experiment on sixth grade students to learn
how students perform in mathematics with Scratch. Franklin (2020) also shed light on the
importance of TIPPSEE in Scratch activities. Dohn (2020) has discussed students’ interest
139 Canadian Journal of Educational and Social Studies

in lower secondary mathematics using Scratch. Al-Othman (2020) presented Scratch

teaching results on Riyadh students.
In all above studies the focus is on STEM education incorporated with modern
gadgets. Our aim in this article is to collaborate Scratch in our studies and observe the
learning outcomes after the introduction of programming in early years of education.
This paper is ordered as follows: Introduction is presented in Section 1. In Section
2 the Backdrop of the Pakistani students is given. Framework is discussed in Section 3.
Findings of the study are given in Section 4. Conclusion is drawn at the end in Section 5.

Pakistani Students in Mathematical Skills

Various observations have noticed that Pakistani students do not take part actively
in Mathematics classes. The reason for this non-serious attitude usually lies in the teacher,
whose sole focus is rote learning and memorizing the formulas. Mathematics education is
not as entertaining as it should be to produce good mathematicians. At grade 10 the students
do not take interest in mathematics anymore.
The conventional way is typically accompanied by early childhood studies and
high school education. There are no programming abilities added here. The modern trend
is to implement coding skills as quickly as feasible to improve reasoning skills that allow
students to achieve that level of learning. Students then become familiar with the system
of programming at this early age and begin to learn from a simple programming language
such as Scratch.

Framework

We incorporated Technological Pedagogical and Content Knowledge (TPACK) in

our study to assess the students’ abilities to perform in the class. TPACK has been used as
a framework for designing and developing programs with more integrated knowledge.
TPACK takes teachers’ knowledge as intricate and versatile, evaluating technocentric
approach that focuses on the accomplishment of technology skills separate from pedagogy
and content.
This research is based on a quantitative study which includes pre- and post-tests
pattern on the group. The students were given a test to solve the problems of geometry and
algebra before introducing the Scratch. The data was collected as pre-test. Then after the
treatment the group was tested again and significant change in understanding has been
observed.
The group of 44 participants who belong to local government school of grade 4
were selected through systematic sampling. The school is in Rawalpindi, Pakistan. The
focus of the study is to judge the existing analytical skills and compare with those after the
Statistical Method to Assess Mathematical Skills 140

treatment. The information covers the different aspects including:

1. Cognitive engagement
2. Emotional engagement
3. Behavioral engagement
4. Overall engagement

Areas of Intervention

The students begin their activities in pre-test in solving very simple geometrical
and algebraic concepts of mathematics. Later, a video was shown to the students making
them to grasp the mathematical concepts in detail. Examination was conducted to evaluate
the following three concepts:
1. Circle
2. Lines
3. Angles

Findings

The pre- and post- training evaluation scores of 44 students which include circle,
line and angle are presented in Figure 1. This indicates the average pre- test score for the
evaluation of lines concept is 2.136 with SD of 1.13 and after training the average post test
scores for the evaluation of lines concept is improved to 5.602 with SD of 0.615. Training
significantly increases the average line scores by 3.465 (p-value < 0.001), see Table 1,
where the pre- and post- scores average differences with t-test scores and significance is
presented. Similarly, the average pre- test score for the evaluation of angles concept is 3.80
with SD of 2.04 and after training the average post test scores for the evaluation of angles
concept are improved to 7.57 with SD of 1.02. Training significantly increases the average
angle scores by 3.773 (p-value < 0.001), see Table 1. Moreover, the average pre- test score
for the evaluation of circle concept is 2.61 with SD of 1.45 and after training the average
post test scores for the evaluation of circle concept is improved to 7.61 with SD of 1.061.
Training significantly increases the average circle scores by 5.000 (p-value < 0.001), see
Table 1.
The pre- and post- training evaluation scores of 44 students measure the
behavioral, cognitive, emotional and overall engagement is presented in Figure 2. This
indicates the average pre- test score for behavioral engagement is 18.4 with SD of 3.72 and
after training the average post-test scores for the behavioral engagement is improved to
19.68 with SD of 3.99. Training significantly increases the average behavioral scores by
1.049 (p-value = 0.049), see Table 1. Similarly the average pre-test score for the cognitive
engagement is 13.93 with SD of 5.60 and after training the average post test scores for the
cognitive is improved to 23.61 with SD of 3.75. Training significantly increases the
141 Canadian Journal of Educational and Social Studies

average circle scores by 9.682 (p-value < 0.001), see Table 1. The average pre- test score
for the emotional engagement is 11.25 with SD of 4.70 and after training the average post
test scores for the emotional engagement improved to 22.18 with SD of 5.50. Training
significantly increases the average circle scores by 10.932 (p-value < 0.001), see Table 1.
Moreover the average pre- test score for the overall engagement is 43.80 with SD of 11.37
and after training the average post test scores for the overall are improved to 65.02 with
SD of 11.33. Training significantly increases the average circle scores by 21.227 (p-value
< 0.001), see Table 1.

Figure 1: The pre and post training evaluation scores of 44 students measuring the
behavioral engagement
Statistical Method to Assess Mathematical Skills 142

Figure 2: The pre and post training evaluation scores of 44 students measuring the
cognitive engagement

Figure 3: The pre and post training evaluation scores of 44 students measuring the
emotional engagement
143 Canadian Journal of Educational and Social Studies

Figure 4: The pre and post training evaluation scores of 44 students measuring the overall
engagement

Table 1: Statistical comparison of pre-test and post-test scores

Paired Difference

Average Std Devi. T p-value

Lines 3.4659 1.2822 17.930 <0.000

Angles 3.773 1.927 12.985 <0.000

Circles 5.000 1.698 19.531 <0.000

Cognitive 9.682 6.901 9.307 <0.000

Engagement
Behavioral 1.045 5.595 1.240 .049
Engagement
Emotional 10.932 7.148 10.145 <0.000
Engagement
Overall 21.227 16.751 8.406 <0.000
Engagement
Statistical Method to Assess Mathematical Skills 144

Conclusion

The study is conducted in executing STEM education and Scratch together. Class
4 pupils of local Pakistani school with strength of 44 students are selected for this
experiment. The summary of the results is presented here:
• An experiment on 44 students to measure mathematical skills in Pakistani
perspective is conducted.
• Adding Scratch in curriculum might increase learning mathematical skills which
can result in significant improvement in understanding.
• Statistical analysis proves significant improvement of p − value < 0.001 in
understanding circle, line and angle.
• Training raised the cognitive, behavioral, emotional and overall engagement scores
by 9.682, 1.045, 10.932, 21.227, respectively.

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