This study aimed to investigate the effect of implementing an instructional unit based on the STEAM approach and developed using generative artificial intelligence applications, particularly ChatGPT and ClaudeAI, on the academic achievement of sixth-grade female students studying in public schools in Nablus directorate, Palestine. To achieve the study objectives, a quantitative experimental methodology with a quasi-experimental design was employed. The study sample consisted of 64 sixth-grade students, divided into two groups: an experimental group and a control group. The experimental group was taught using the AI-developed instructional unit based on STEAM approach, while the control group was taught using a traditionally developed unit as presented in the official science textbook for sixth grade. The results revealed statistically significant differences between the mean scores of the experimental and control groups on the achievement test, in favor of the experimental group. The study recommended that educational policymakers and curriculum designers consider broader adoption of AI-supported instructional units within science curricula. It also emphasized the need for future research to explore the long-term effects of such interventions on students’ motivation, problem-solving abilities, and attitudes toward STEM subjects.

Title

مجلة جامعة النجاح للابحاث- العلوم الانسانية

Publisher

عمادة البحث العلمي- جامعة النجاح الوطنية

Publisher Country

Palestine

Indexing

Scopus

Impact Factor

0.05

Publication Type

Both (Printed and Online)

Volume

--

Year

2026

Pages

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