Relationship between STEAM methodology and the learning of differential equations: a correlational study in Calculus III students (#311)

Authors

Mendoza Arenas, Ruben Dario

Morales Chalco, Osmart Raúl

Mariluz Jimenez, Ivo Wilfredo

La Chira Loli, Mónica Beatriz

Holgado Quispe, Ana Maria

Arbañil Rivadeneira, Ruben Orlando

Castillo Paredes, Omar Tupac Amaru

Abstract

This study aimed to determine the relationship between the STEAM methodology and the learning of differential equations in Calculus III students at FIIS-UNAC, 2025. An applied quantitative investigation with a non-experimental, correlational and cross-sectional design was conducted, using a census sample of 30 students. A Likert-type questionnaire on STEAM methodology and a differential equations learning test were administered, both validated by expert judgment and showing high reliability. Because the data did not follow a normal distribution (Shapiro–Wilk), Spearman’s Rho was used. The findings revealed very strong positive correlations between STEAM and learning (ρ = 0, 972; p < 0, 001), as well as with academic performance, conceptual understanding and practical application in this group of future engineers within an engineering faculty, thereby confirming the proposed hypotheses.