Gender Dimensions of Technology Integration and Four C Skills (Critical Thinking Creativity, Communication, and Collaboration) in STEAM Education
DOI:
https://doi.org/10.66545/770pt162Keywords:
Steam education, Gender, Four C skills, Technology integration, AchievementAbstract
This study investigated the gender dimensions of technology integration in STEAM classrooms and its effect on fostering the Four Cs, critical thinking, creativity, communication, and collaboration. A quasi-experimental pretest–posttest control group design was adopted in Nigerian secondary schools. The population comprised Senior Secondary Two students, from which a stratified random sample of 200 students was selected. Data were collected using the Technology Integration Perception Questionnaire (TIPQ) and the STEAM Skills Performance Test (SSPT). Data were analyzed using mean and standard deviation to answer research questions, independent t-tests, ANCOVA, and two-way ANOVA, alongside supplementary analyses to test the hypotheses. Results revealed that female students outperformed males with a small-to-moderate effect size. Teacher technology use significantly improved students’ Four C skills, which partially mediated achievement. Prior achievement emerged as the strongest predictor, while class-level variance was negligible. The findings indicate that technology-enhanced pedagogy benefits both genders equitably and strengthens 21st-century skills. It is recommended that teachers adopt gender-responsive pedagogies and receive training in integrating creativity, collaboration, and critical thinking into digital learning environments.References
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