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Abstract
This study explored the association between participation in STEAM-based learning activities and first-grade students’ values development. Using a quasi-experimental single-group pretest–posttest design, the study was conducted with 30 students attending a public primary school. Data were collected through the Pictorial Values Scale for Children, which measures fifteen core values. Over six weeks, students engaged in twelve interdisciplinary STEAM activities designed to promote collaboration, problem-solving, and values-oriented learning. Benjamini–Hochberg adjusted significance levels were additionally considered to control inflated Type I error associated with multiple comparisons. The findings revealed differentiated patterns of change across value domains. Patriotism demonstrated the strongest and most consistent improvement, while friendship, empathy, diligence, and kindness showed moderate gains. By contrast, self-control, compassion, responsibility, and respect reflected only small changes, and honesty, patience, and helpfulness showed no significant overall improvement. Overall, STEAM-based instruction appeared to be more strongly associated with socially enacted values than with deeply internalized moral dispositions in short-term interventions.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 3, July 2026, Article No: em0277
https://doi.org/10.29333/pr/18942
Publication date: 07 Jul 2026
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