THE EFFECTIVENESS OF STEM-BASED LEARNING ACTIVITIES
IN DEVELOPING
Critical Thinking Skills
AMONG PRESCHOOL CHILDREN
PROJECT PAPER
Name
: TAN HUI SHAN
Student ID
: 2025.9.EDU01.0002
: 01 June 2026
Program
: Master of Education
SCIENCE
TECHNOLOGY
ENGINEERING
Date
MATHEMATICS
02
Introduction
STEM education integrates Science, Technology, Engineering and Mathematics through hands-on, inquiry-based learning.
Preschool children are naturally curious and learn best through exploration, questioning, experimenting and problem solving.
STEM activities provide meaningful opportunities for children to think critically, test ideas, make decisions and solve problems.
Developing critical thinking skills in early childhood helps children become confident, independent and future-ready learners.
STEM focuses on four key areas:
S
SCIENCE
Exploring the world through observation and experimentation.
T
TECHNOLOGY
Using tools and technology to solve problems.
E
ENGINEERING
Designing, building and improving solutions.
M
Using numbers and patterns to make sense of the world.
MATHEMATICS
03
Background of the Study
01
Global Education Trends
Education worldwide is shifting towards 21st century skills to prepare children for the future.
02
21st Century Skills
Critical thinking is essential for children to solve problems, make decisions and adapt to new situations.
03
Preschool Education
Many preschool classrooms still use teacher-directed approaches with limited opportunities for exploration and problem solving.
04
STEM Education in Preschool
STEM activities provide hands-on experiences that encourage children to explore, test ideas and think critically.
05
Research Gap
There is limited research on the effectiveness of STEM-based learning activities in developing critical thinking skills among preschool children in Malaysia.
04
Literature Review
Jean Piaget (1952)
Children actively construct knowledge through exploration, manipulation and interaction with their environment. Learning occurs when children discover, question and solve problems on their own.
Key Concept: Constructivism
Lev Vygotsky (1978)
Children learn through social interaction and guidance from more knowledgeable others. The Zone of Proximal Development (ZPD) emphasizes the importance of support and collaboration.
Maria Montessori (1967)
Hands-on learning materials and a prepared environment help children develop independence, concentration and thinking skills through self-directed activities.
Key Concept: Independence
Learning through hands-on experience and self-discovery.
John Dewey (1938)
Education should be based on experience. Children learn best through meaningful activities that involve inquiry, reflection and real-life problem solving.
Key Concept: Experiential Learning
Learning through experience and reflection.
Bybee (2013)
STEM education helps children connect knowledge through inquiry, design, problem solving and real-world applications.
Key Concept: STEM Integration
Learning through integrating multiple disciplines.
Key Concept: Social Constructivism
Learning through discovery and exploration.
Learning through interaction and scaffolding.
RESEARCH GAP
Although STEM education has gained global attention, there are still limited studies focusing on preschool children.
Worldwide Research
Many studies on STEM education have been conducted worldwide.
Primary School Level
Most studies focused on academic achievement, motivation and attitudes.
Secondary School Level
Studies focused on STEM performance, problem solving and career interest.
Higher Education Level
Research focused on advanced STEM learning, innovation and professional development.
Preschool Level
Very few studies focus on STEM activities and their impact on young children.
Malaysian Context
Limited research in Malaysia exploring STEM activities in preschool education.
Focus on STEM integration, inquiry learning and technology.
Large number of studies in primary education.
Many studies examine STEM subjects and academic outcomes.
Extensive research on university students and teachers.
Very few studies
on preschool children’s critical thinking skills.
Limited research
in the Malaysian preschool context.
05
Therefore, this study aims to investigate the effectiveness of STEM-based learning activities in developing critical thinking skills among preschool children in Malaysia.
RESEARCH OBJECTIVES
& Research Questions
Is there a significant difference in preschool children's critical thinking skills before and after participating in STEM-based learning activities?
What are teachers' perceptions of using STEM-based learning activities to develop preschool children's critical thinking skills?
06
To determine whether there is a significant difference in preschool children's critical thinking skills before and after participating in STEM-based learning activities.
RESEARCH QUESTION 1
RESEARCH OBJECTIVE 2
To compare the improvement in critical thinking skills between boys and girls after participating in STEM-based learning activities.
RESEARCH QUESTION 2
Is there a significant difference in the improvement of critical thinking skills between boys and girls after participating in STEM-based learning activities?
RESEARCH OBJECTIVE 3
To explore teachers' perceptions of using STEM-based learning activities to develop preschool children's critical thinking skills.
RESEARCH QUESTION 3
RESEARCH OBJECTIVE 1
Each research question addresses a different aspect of the study and will be answered using specific data and analysis methods.
07
SIGNIFICANCE OF THE STUDY
This study provides valuable insights and benefits to various stakeholders in early childhood education.
For Children
Helps children develop critical thinking skills such as observation, problem solving, reasoning and decision making through meaningful hands-on experiences.
For Teachers
Provides practical ideas and strategies for implementing STEM-based learning activities to promote active and inquiry-based learning in the classroom.
For Schools
Encourages the integration of STEM in the early childhood curriculum and supports schools in improving teaching practices and learning outcomes.
For Parents
Helps parents understand the importance of STEM education and how it supports their child’s thinking and learning at home.
For Researchers
Contributes to the body of knowledge in early childhood education, especially in the area of STEM learning and critical thinking development.
By understanding the effectiveness of STEM-based learning activities, we can create better learning experiences that prepare children for the challenges of the future.
SCOPE AND LIMITATIONS
may limit the generalizability of the findings.
08
SCOPE OF THE STUDY
20 preschool children aged 5 to 6 years old.
One selected preschool classroom in Malaysia.
The intervention will be conducted for 4 weeks.
Focus
Critical thinking skills through STEM-based learning activities.
LIMITATIONS OF THE STUDY
Short intervention period (4 weeks)
Participants
Setting
Duration
Small sample size (20 children)
may not show long-term effects.
The study is conducted in one preschool only.
Teacher's teaching style and interaction may influence children's responses.
Children's background experiences outside the classroom cannot be controlled.
By understanding the scope and limitations, this study aims to provide meaningful and relevant findings for early childhood education.
09
DEFINITION OF
KEY TERMS
STEM-Based Learning Activities
Hands-on, inquiry-based activities that integrate Science, Technology, Engineering, and Mathematics to promote exploration, problem solving and critical thinking among young children.
Critical Thinking Skills
The ability to observe, analyze, evaluate, reason and make decisions in a logical and reflective manner.
Preschool Children
Children aged between 5 to 6 years old who are in their early stage of formal education.
Teachers’ Perceptions
Teachers’ beliefs, opinions and experiences regarding the use and effectiveness of STEM-based learning activities in the classroom.
A learning environment in an early childhood education setting where teaching and learning activities are organized and implemented.
S
T
M
Preschool Classroom
10
CONCEPTUAL FRAMEWORK
Relationship between STEM-Based Learning Activities and Preschool Children's Critical Thinking Skills
STEM-Based Learning Activities
Building Challenge
Bridge Engineering Challenge
Coding Robot Exploration
The implementation of STEM-based learning activities
Critical Thinking Skills
Observation
Prediction
Problem Solving
Reasoning
Decision Making
Independent Variable (IV)
Water Experiment
Dependent Variable (DV)
Expected Outcome
Children who participate in STEM-based learning activities are expected to demonstrate higher levels of critical thinking skills than before the intervention.
11
HYPOTHESES
This study is guided by the following hypotheses.
HYPOTHESIS 1
Pre-Test vs Post-Test
There is no significant difference in preschool children's critical thinking skills before and after participating in STEM-based learning activities.
There is a significant difference in preschool children's critical thinking skills before and after participating in STEM-based learning activities.
STEM INTERVENTION
POST-TEST
HYPOTHESIS 2
Boys vs Girls
There is no significant difference in the improvement of critical thinking skills between boys and girls after participating in STEM-based learning activities.
There is a significant difference in the improvement of critical thinking skills between boys and girls after participating in STEM-based learning activities.
BOYS
COMPARISON OF IMPROVEMENT
RQ3 – Exploratory Question
Teachers’ perceptions will be explored through teacher feedback / interviews and will not be tested using a hypothesis.
Null Hypothesis
Null Hypothesis
H
H
01
02
Alternative Hypothesis
Alternative Hypothesis
H
H
11
12
PRE-TEST
GIRLS
12
SUMMARY AND CONCLUSION
This study examines the impact of STEM-based learning activities on preschool children’s critical thinking skills.
KEY TAKEAWAYS
STEM Promotes Critical Thinking
STEM-based learning activities encourage observation, inquiry, problem solving and reasoning in young children.
Positive Impact on Children
Children who engage in STEM activities show improvement in their critical thinking skills after the intervention.
Teachers Play a Key Role
Teachers’ positive perceptions and effective facilitation are essential for successful implementation.
Practical Implications for Schools
Integrating STEM activities in early childhood education can enhance learning quality and support 21st century skills development.
Future Research Needed
Larger samples, longer intervention periods and varied settings are recommended for future studies.
In conclusion,
STEM-based learning activities significantly contribute to improving preschool children’s critical thinking skills.
13
METHODOLOGY
This study will adopt a quantitative research approach using a pre-test, post-test design.
Quantitative Research Approach
This study primarily adopts
a quantitative research approach
to measure changes in preschool
children’s critical thinking skills.
2. PARTICIPANTS
Preschool Children Aged 5-6 Years
Sample size to be determined
(based for feasibility and access).
3. DURATION
4 Weeks
3 STEM Sessions Per Week
1. RESEARCH APPROACH
1. RESEARCH APPROACH
4. RESEARCH DESIGN
Quasi-Experimental Pre-Test-Post-Test
Control Group Design
EXPERIMENTAL GROUP
Critical Thinking Assessment
4-WEEK STEM INTERVENTION
PRE-TEST
STEM-based learning activities
COMPARISON
POST-TEST
Critical Thinking Assessment
POST-TEST
Critical Thinking Assessment
REGULAR TEACHING
Normal classroom learning
CONTROL GROUP
PRE-TEST
Critical Thinking Assessment
5. RESEARCH INSTRUMENT
Critical Thinking
Observation Checklist
Measures five dimensions:
Teacher Feedback / Interview
Used to explore teachers’ perceptions of STEM-based learning activities.
6. SUPPORTING DATA
The study will be implemented over a period of time with strict adherence to ethical research principles.
ETHICAL CONSIDERATIONS
14
RESEARCH TIMELINE AND ETHICAL CONSIDERATIONS
RESEARCH TIMELINE
1. Planning and Preparation
2. Pre-test
3. 4-Week STEM Intervention
Phase 3
Week 1: Building Challenge
Week 2: Water Experiment
Week 3: Bridge Engineering Challenge
Week 4: Simple Machine Exploration
Experimental Group
→ STEM Activities
Control Group
→ Regular Teaching
4. Post-test
5. Data Analysis
6. Reporting
Phase 1
Phase 2
Phase 4
Phase 5
Phase 6
Informed Consent
Written consent will be obtained from parents or guardians.
Confidentiality
Children's identities and data will be kept confidential and used for academic purposes only.
Voluntary Participation
Participation is voluntary, and children can withdraw at any time without penalty.
Child Safety and Well-being
Activities are safe, age-appropriate and designed to support children's learning and well-being.
Ethical Approval
The study will be conducted in line with institutional ethical guidelines.
4-WEEK STEM INTERVENTION PLAN
15
EXPECTED CONTRIBUTIONS, LIMITATIONS AND CONCLUSION
Helps children develop critical thinking skills such as problem solving, reasoning, observation and decision making through engaging and meaningful STEM activities.
Provides practical insights and strategies for integrating STEM activities effectively in preschool classrooms.
Supports curriculum enhancement and promotes innovative teaching approaches that align with 21st century skills development.
16
This study is expected to contribute to the field of early childhood education by providing evidence on the effectiveness of STEM-based learning activities in enhancing preschool children’s critical thinking skills.
EXPECTED CONTRIBUTIONS
Raises awareness of the importance of STEM learning in nurturing children’s critical thinking from an early age.
Provides baseline information and recommendations for further studies with larger samples and diverse settings.
LIMITATIONS
Small sample size from only one preschool may limit generalizability.
For Children
For Teachers
For Schools
For Parents
For Future Research
Short intervention period (4 weeks) may not show long-term impact.
Results may be influenced by teacher implementation and classroom management.
Only quantitative data is collected; qualitative insights from children are limited.
In conclusion, this study will provide valuable evidence on how STEM-based learning activities can foster critical thinking skills in preschool children. By investing in early STEM education, we are empowering young learners to think critically, solve problems creatively and thrive in a complex future.
17
REFERENCES ANDAPPENDICES
This slide provides an overview of the key references that will be used in this study and the appendices that support the proposal.
KEY REFERENCES (SAMPLE)
APPENDICES
STEM Activity
Lesson Plans
Includes the pre-test and post-test for critical thinking skills and teacher perception questionnaire.
Detailed lesson plans for the STEM-based learning activities implemented during the intervention.
Sample consent form provided to parents or guardians for their approval to participate in the study.
Photos and samples of children’s work during STEM activities.
Detailed plan for data analysis including the statistical tests to be used.
KEY TAKEAWAY
The proposed study is supported by credible literature and well-structured appendices that ensure the validity, reliability and ethical conduct of the research.
Appendix A
Research Instruments
Appendix B
Appendix C
Parental Consent Form
Appendix D
Sample Documentation
Appendix E
Data Analysis Plan
18
CLOSING REMARKS
This proposal outlines the plan to examine the effectiveness of STEM-based learning activities in enhancing preschool children's critical thinking skills. I look forward to your feedback and the opportunity to refine and implement this study.
Key Takeaways
Enhances Thinking
STEM activities are effective in developing preschool children's critical thinking skills.
Supports Educators
Provides practical strategies and resources for teachers to integrate STEM meaningfully.
Strengthens Schools
Promotes innovative teaching practices and supports 21st century skill development.
Involves Parents
Encourages parental awareness and collaboration in children's learning journey.
Builds Foundations
Lays a strong foundation for future academic success and lifelong learning.
Thank You!
The important thing is not to stop questioning. Curiosity has its own reason for existing.
– Albert Einstein
CHAPTER 4
RESEARCH RESULTS
This chapter presents the quantitative and qualitative findings of the study.
4.1
QUANTITATIVE APPROACH
Analysis of numerical data collected from preschool children to determine the effectiveness of STEM-based learning activities on critical thinking skills.
4.2
QUALITATIVE APPROACH
Analysis of feedback and perspectives from preschool teachers to gain deeper understanding of the implementation and impact of STEM-based learning activities.
4.1
QUANTITATIVE APPROACH
Overview of Participants
This section presents the background information of the 20 preschool children who participated in the study.
TOTAL PARTICIPANTS
20
Preschool Children
Both groups have an equal number of boys and girls and similar age distribution. This ensures a balanced and fair comparison of the results.
GENDER DISTRIBUTION
AGE DISTRIBUTION
Boys
Girls
10 (50%)
10 (50%)
5 years old
6 years old
14 (70%)
6 (30%)
GROUP NUMBER
EXPERIMENTAL GROUP 10
CONTROL GROUP 10
NUMBER
20
50%
50%
4.1
QUANTITATIVE APPROACH
Pre-Test and Post-Test Results
The critical thinking skills of 20 preschool children were measured before and after the 4-week STEM-based learning intervention.
EXPERIMENTAL GROUP (N = 10)
Assessment
Mean Score
(Max. 60)
Standard Deviation
(SD)
Pre-Test
29.20
2.10
Post-Test
41.90
2.02
MEAN IMPROVEMENT
+12.70
(Increase in Mean Score)
PRE-TEST VS POST-TEST MEAN SCORES
Mean Score
(Max. 60)
+12.70
Improvement
Pre-Test
Post-Test
Pre-Test
Pre-Test
Post-Test
Post-Test
0
10
20
30
40
50
60
The results indicate a positive improvement in preschool children’s critical thinkingskills after participating in STEM-based learning activities
The mean critical thinking score increased from 29.20 ( pre-test) to 41.90(post-test) after the STEM intervention
Degrees of Freedom (df)
4.1
QUANTITATIVE APPROACH
Statistical Analysis
A paired-samples t-test was conducted to determine whether there was a significant difference between pre-test and post-test scores of the experimental group (N = 10).
PAIRED-SAMPLES T-TEST RESULTS
Mean Gain (Post – Pre)
STATISTICALLY SIGNIFICANT
(p < .05)
MEAN SCORES OF FIVE CRITICAL THINKING DIMENSIONS
(EXPERIMENTAL GROUP, N = 10)
12.70
t value
26.87
9
p-value (2-tailed)
< .001
4.1
QUANTITATIVE APPROACH
Experimental vs Control Group Comparison
An independent-samples t-test was conducted to compare the mean improvement in critical thinking scores between the experimental group and the control group.
MEAN SCORES AND IMPROVEMENT
Pre-Test
Mean (SD)
(Max. 60)
Post-Test
Mean (SD)
(Max. 60)
Mean Gain
(Post – Pre)
Experimental Group
(N = 10)
Control
Group
(N = 10)
12.70
4.70
MEAN GAIN COMPARISON
+12.70
Greater Improvement
VS
+4.70
Smaller Improvement
INTERPRETATION
The experimental group showed a significantly greater improvement in critical thinking skills compared to the control group after the 4-week STEM-based learning intervention.
STEM-based learning activities
are more effective in enhancing preschool children’s critical thinking skills.
Group
29.20
(2.10)
41.90
(2.02)
30.00
(2.30)
34.70
(2.40)
Experimental Group
Control Group
4.70
t value
df
p-value (2-tailed)
Result
12.61
18
<.001
Mean Gain Score
MEAN GAIN COMPARISION (POST - PRE)
4.2
QUALITATIVE APPROACH
Teacher Feedback Overview
This section presents the qualitative findings obtained from three preschool teachers through semi-structured interviews to explore their perceptions and experiences regarding the implementation of STEM-based learning activities.
PARTICIPANTS
Teacher 2
Teacher 3
Teachers’ perceptions of children’s engagement, critical thinking development, independence, challenges, and the role of teachers in STEM-based learning activities.
DATA ANALYSIS PROCESS
Interview transcripts were read and organized.
Meaningful segments of responses were identified and organized.
Codes with similar meanings were grouped into categories.
Teacher 1
(T01)
(T02)
(T03)
EMERGING THEMES
TOTAL PARTICIPANTS: 3 PRESCHOOL TEACHERS
INTERVIEW FOCUS
1
2
3
4
5
6
Overall, teachers perceived that STEM-based learning activities positively influenced children’s engagement, critical thinking development, and independence, although several challenges were also identified.
1. Verbatim Responses
2. Initial Coding
3. Categories
4. Themes
Categories were further developed into overarching themes.
Key Findings from Teachers
4.2
QUALITATIVE APPROACH
The following themes were developed from the analysis of interview data collected from three preschool teachers.
Participants:
3 Preschool Teachers
CHAPTER 5
DISCUSSION AND CONCLUSION
5.1 INTRODUCTION
This chapter discusses the findings of the study on the effectiveness of STEM-based learning activities in developing preschool children's critical thinking skills.
The discussion focuses on the main findings, interpretation of the findings, connection with relevant theories, and recommendations.
Main findings of the study
Interpretation of the findings
Connection with relevant theories
Recommendations for teaching and future research
The purpose of this chapter is to explain what the findings mean and how they can contribute to preschool education.
01
02
03
04
5.2
SUMMARY OF FINDINGS
01
CRITICAL THINKING SKILLS
A significant improvement was found in children’s critical thinking skills after the STEM-based learning intervention.
02
EXPERIMENTAL GROUP
Greater improvement was observed in the experimental group compared with the control group.
03
CRITICAL THINKING DIMENSIONS
Improvements were observed across all five dimensions of critical thinking, particularly in prediction and problem-solving.
04
TEACHERS’ PERCEPTIONS
Positive changes in children’s engagement, critical thinking, and independence were reported by the teachers.
OVERALL FINDING:
The findings indicated positive outcomes following the implementation of STEM-based learning activities.
The main findings of this study are summarized as follows:
5.3
DISCUSSION
Why did children’s critical thinking improve?
The findings suggested that several factors may have contributed to the improvement in children’s critical thinking skills.
01
HANDS-ON LEARNING
Children were given opportunities to explore, experiment, observe, and test their own ideas through hands-on STEM activities.
02
PROBLEM-SOLVING OPPORTUNITIES
STEM activities encouraged children to think about problems, try different solutions, make decisions, and reflect on the results.
03
TEACHER GUIDANCE
Teachers supported children’s thinking by using questioning, prompting, and guidance instead of providing answers directly.
These findings suggest that active exploration, meaningful problem-solving, and appropriate teacher guidance supported children’s critical thinking development.
5.4
RECOMMENDATIONS
Based on the findings of this study, the following recommendations are proposed for teaching practices and future research.
01
INTEGRATE STEM REGULARLY
STEM-based learning activities should be incorporated regularly into preschool teaching to support children's learning.
02
USE OPEN-ENDED ACTIVITIES
Children should be given more opportunities to predict, explore, test ideas, and solve problems through open-ended STEM activities.
03
STRENGTHEN TEACHER FACILITATION
Teachers should use effective questioning, prompting, and scaffolding strategies instead of providing answers directly.
04
FUTURE RESEARCH
Future studies should involve larger sample sizes, longer intervention periods, and more preschool settings to enhance the generalizability of findings.
Preschool STEM learning should support children not only in gaining knowledge, but also in becoming confident, independent, and active thinkers who are ready for future learning.