Effects of Financial STEM Applications on Conceptual Understanding and Engagement in Higher Secondary Mathematics

Abstract

The importance of STEM education and financial literacy in preparing students for obstacles they may face in the real world has grown. A promising way to improve students' conceptual understanding and engagement is to incorporate financial STEM applications into the higher secondary mathematics curriculum. This study examines the effects of financial STEM applications on higher secondary mathematics students' conceptual understanding. It also looks at how well these apps support learning from the viewpoints of teachers and students. A mixed-methods strategy was used. Student assessments and engagement surveys were used to collect quantitative data, and curriculum materials and published teacher interviews were analyzed to obtain qualitative insights. Math teachers and upper secondary students from different schools were included in the sample. According to preliminary research, students who are exposed to financial STEM applications show better comprehension of mathematical ideas, particularly those pertaining to exponential functions, percentages, and interest computations. Teachers' favorable opinions of the applicability and relevance of financial contexts in mathematics instruction contributed to an increase in student engagement levels. Mathematical comprehension and practical problem-solving are successfully connected through the use of financial STEM applications in the classroom. In order to improve student motivation and learning outcomes, the study advises educators and curriculum developers to include financial contexts.