STEM Kit and IBPT Approach to Develop Research Skills in Engineering and Nursing Students

Abstract

Formative research constitutes a fundamental component of higher education, particularly in public universities where limitations are still observed in the early development of students’ research competencies. The present study aimed to analyze the effectiveness of the Problem- and Technology-Based Research (IBPT) approach, integrated with an educational STEM kit and visual programming, for the development of research competencies in engineering and nursing students from public universities in Peru. A quantitative approach with a quasi-experimental pretest–posttest design and non-probabilistic intentional sampling was employed. A total of 110 first-year students participated, developing formative research projects focused on real problems in their local context through the use of innovative technological resources. The evaluation of research competencies was conducted considering the four phases of the IBPT approach: problem understanding, activity design, activity execution, and solution review. The results showed statistically significant improvements (p < 0.05) across all evaluated phases in both engineering and nursing students. The greatest progress was observed in the solution review phase, reflecting the strengthening of critical thinking, experimentation, optimization, autonomy, and critical attitude. Likewise, no significant differences were identified between both academic programs regarding the use of technological resources, demonstrating the cross-disciplinary applicability of the IBPT approach. It is concluded that the integration of the IBPT approach with accessible educational technologies promotes active learning, experimentation, and the transfer of knowledge to real contexts, contributing to the strengthening of research competencies among university students.