Activity Design and Effect Analysis of Integrating STEAM Education with High School Statistics and Probability Teaching

To address the tendency of high school statistics and probability teaching to emphasize calculation while neglecting critical thinking and real-world modeling, this study designs and implements a STEAM-based project learning activity. The project uses structural reliability of high-performance industrial textile fibers as an inquiry context, guiding students to analyze tensile strength variability and weave-density distributions as statistical data. Through project construction, interdisciplinary tool integration, data modeling, and multidimensional evaluation, students apply sampling, distribution analysis, regression modeling, and probability reasoning to practical engineering problems. A quasi-experimental design is used, with one experimental class adopting STEAM-integrated project-based learning and one control class adopting traditional lecture-based teaching. The results show that the post-test score of the experimental class reaches 85.67, significantly higher than the control class score of 79.43. All project-work evaluation items exceed 3.9 points, and the number of classroom discussions increases from 12.5 to 19.0. The findings indicate that STEAM-integrated teaching can improve students’ data literacy, interdisciplinary application ability, and innovation awareness in statistics and probability learning.