Assessment of Preservice Teachers’ Attitudes Toward the Implementation of the Integrated STEAM Approach in the Classroom

Abstract

The present study aimed to examine the effect of a Scratch-based educational intervention on preservice elementary teachers’ attitudes toward the integrated STEAM approach. This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of undergraduate students majoring in Primary Education at Farhangian University (Motahari Campus, Zahedan) during the 2025–2026 academic year. A total of 70 students were selected through convenience sampling and randomly assigned to experimental and control groups (n=35 each). Data were collected using a 19-item STEAM attitude questionnaire covering four components: willingness to implement, thinking and problem-solving, motivation and self-learning, and collaboration and communication. Content validity (CVR=1, CVI=1) and reliability (Cronbach’s alpha=0.71) were confirmed. The experimental group participated in a two-week project-based workshop using Scratch, while the control group received no intervention. Data were analyzed using two-way repeated measures ANOVA. Results indicated a significant main effect of time in the experimental group (p<0.0001), reflecting a statistically significant improvement in attitudes following the intervention, whereas no significant change was observed in the control group (p>0.05). Furthermore, the main effect of group in the posttest was significant (p=0.0004), with the experimental group demonstrating significantly higher attitude scores compared to the control group. Engagement in project-based educational activities supported by Scratch significantly enhances preservice teachers’ attitudes toward implementing the STEAM approach and facilitates the adoption of innovative instructional practices.