Currently, there is a need for prepared and competent professionals in the areas of STEAM (Science, Technology, Engineering, Arts, and Mathematics). Therefore, preparation in these areas must begin at an early age. This research study was developed in the southeast of Mexico, in a rural primary school in the municipality of Ocosingo, Chiapas. It focused on applying STEAM by integrating the active methodologies of Project-Based Learning and Collaborative Learning, with the aim of demonstrating whether these methodologies impact the academic performance of 4th grade students, in the basic statistics topics of the new textbooks of the Ministry of Public Education (SEP). This study was conducted under a quantitative descriptive approach with a quasi-experimental design, using a performance test to measure student learning; as well as a survey adapted from García-Varcálcel and Gómez-Pablos (2017), to analyze the perception of 25 students, with the dimensions of motivation, organization, interaction-collaboration, and learning. The results demonstrate that the use of these teaching methodologies significantly increases learning. Regarding perception, among the main results, the highest evaluated dimension was motivation, while the lowest was interaction-collaboration.
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This study demonstrates a strong and inclusive application of the STEAM approach for primary school students by integrating Project-Based Learning (PBL) and Collaborative Learning methodologies. Conducted in a rural school in Chiapas, Mexico, the intervention focused on teaching 4th-grade students basic statistical concepts using an engaging STEAM project. In the project, students built a race car from recycled Tetra Pak containers, measured the distances the cars traveled, organized the data, created graphs, and analyzed the outcomes—all within collaborative teams and using digital presentations.
This instructional model is highly transferable to settings involving students with IDD. Its strength lies in hands-on, visual, and collaborative learning, which supports diverse cognitive and communication needs. The tasks promote multisensory engagement, fine motor skills development, and social interaction, while also fostering a sense of ownership and purpose. The structure allows students to express knowledge through physical models and teamwork, which aligns with evidence-based strategies for supporting learners with IDD. The high level of student motivation and participation observed in the study suggests that these strategies would be beneficial for inclusive education contexts.