Integrative STEM approach to enhance academic performance in physics among Spanish students

Physics is the discipline within the STEM fields (Science, Technology, Engineering, and Mathematics) with the lowest academic performance rates in secondary education and the most pronounced gender gap. This article examines the outcomes of implementing problem-solving activities using educational technologies within a STEM framework in physics education. The intervention was conducted in a secondary education setting (ages 14–16) with a group of 35 students (12 boys and 23 girls) over six sessions. Students completed a custom-designed questionnaire, administered both before and after the educational intervention, consisting of 20 multiple-choice questions on physics concepts. The results demonstrated an overall improvement in academic performance, with girls showing greater gains than boys.