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

Mendoza Arenas R.D.; Morales Chalco O.R.; Mariluz Jimenez I.W.; La Chira Loli M.B.; Holgado Quispe A.M.; Arbañil Rivadeneira R.O.; Castillo Paredes O.T.A. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2026) · DOI: 10.18687/laccei2026.1.1.311

Resumen

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.

Instituciones: Universidad Nacional Federico Villarreal; Universidad Autónoma del Perú; Universidad Nacional del Callao