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

Abstract

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.