A Study on the Application of Interdisciplinary Thematic Learning Activities in Junior High School Information Technology Classrooms

A Study on the Application of Interdisciplinary Thematic Learning Activities in Junior High School Information Technology Classrooms | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article A Study on the Application of Interdisciplinary Thematic Learning Activities in Junior High School Information Technology Classrooms Min An An, Wangzhe Hou Hou, Liyan Liu Liu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6616026/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Interdisciplinary thematic learning is an important aspect of curriculum reform in the compulsory education stage in China. The comprehensive and practical nature of information technology courses highlights their advantages in conducting interdisciplinary thematic learning activities. However, the practical effects of such activities in information technology courses need further exploration. This study designed and implemented interdisciplinary thematic activities in junior high school information technology courses, using quasi-experimental methods. The study involved 111 seventh-grade students from a middle school in the northwest region of China. Over a 12-week practice teaching period, the study systematically examined the effects of these activities on the development of students' interdisciplinary literacy. The results showed that compared to traditional teaching methods, the implementation of interdisciplinary thematic learning activities significantly improved students' interdisciplinary literacy levels, enhanced their performance in knowledge tests, and increased their interest in interdisciplinary learning activities. The study provides empirical support for the effectiveness of interdisciplinary thematic learning activities in information technology classrooms and offers references for their application in educational practice. Social science/Education Social science/Science technology and society Interdisciplinary Thematic Learning Information Technology Classroom pedagogy Figures Figure 1 1. Introduction In the era of globalization, the diversity of society and the trend of internationalization have put forward higher requirements for talent cultivation. Students are not only expected to possess a global perspective, cross-cultural communication, and collaborative skills but also to equip themselves with extensive professional knowledge and interdisciplinary thinking to adapt to the complex and changing international environment and market demands(Education Scotland,2020). Interdisciplinary learning is widely regarded as essential experience for students to prepare for future work and life, becoming a "challenging learning experience for dealing with an increasingly complex world". In 2022, the Ministry of Education issued the "Compulsory Education Curriculum Plan and Standards (2022 Edition)" (hereinafter referred to as the "New Curriculum Standards"). It explicitly proposed strengthening the connection between curriculum content, students' experiences, and social life, integrating knowledge within disciplines, and promoting comprehensive courses and interdisciplinary thematic learning. It stipulates that at least 10% of each course's content should be designed as interdisciplinary thematic learning activities to enhance the collaborative educational function of the curriculum. The release of the New Curriculum Standards signifies that interdisciplinary thematic learning has officially evolved from sporadic explorations at regional and school levels to a significant measure in the national compulsory education curriculum reform. Information technology is a highly comprehensive discipline, well-suited for conducting interdisciplinary learning activities. By integrating knowledge from other subjects into information technology teaching, a richer interdisciplinary knowledge structure can be formed, effectively promoting students' independent inquiry and innovative thinking. Additionally, information technology is a highly practical discipline, and interdisciplinary learning activities, which aim to solve real-world problems, allow students to apply their knowledge to practical issues, enhancing their practical abilities. 2. Literature review Interdisciplinary learning aims to solve problems by integrating knowledge, concepts, and methods from multiple disciplinary fields through information technology courses, promoting comprehensive learning and thinking across domains and generating new ways of understanding to address problems, create products, or explain phenomena. However, current interdisciplinary teaching often suffers from theoretical and practical deviations, resulting in simple juxtaposition of disciplines, insufficient content depth, lack of practical case demonstrations, and standardized empirical research (Wu H W, 2024). Interdisciplinary thematic learning is oriented towards cultivating students' core literacy, using core disciplines as carriers. It starts from real problems and tasks, integrates knowledge from other disciplines around a theme, and generates interdisciplinary thematic learning activities. It guides students to use interdisciplinary thinking, methods, and tools to engage in learning activities centered on thematic tasks and collaborative practice (Wu Z K, 2024). Interdisciplinary learning can be seen as a methodology that emphasizes connections and integration among multiple disciplines, while interdisciplinary thematic learning emphasizes a practical approach, applying interdisciplinary collaborations to solve specific themes or problems to enhance students' practical application abilities (Lamain et al.,2024). Research on interdisciplinary thematic learning in information technology courses mainly falls into two categories. One category focuses on analyzing the connotations and characteristics of interdisciplinary thematic learning, examining existing issues, and exploring design principles and implementation strategies for information technology interdisciplinary thematic learning activities based on the characteristics of the information technology discipline. These studies, primarily published in academic journals, provide valuable references for theoretical construction and practical application. For example, Wan K (2022) analyzed the connotations and characteristics of interdisciplinary learning and proposed that the core elements of information technology interdisciplinary learning design include clear learning objective design, high-order task framework construction, learning process planning, and learning evaluation design. In terms of implementation strategies, the goal is to effectively implement information technology core literacy, design a series of real problem sequences for problem-chain teaching, use high-order and challenging learning tasks, integrate knowledge from different disciplines through big concepts, build an information technology interdisciplinary learning community, and establish interdisciplinary identity recognition for information technology teachers and students. Yeni et al ( 2024 ) pointed out that active learning is a strategy often mentioned in the interdisciplinary integration of information technology disciplines. In course evaluation, students' attitude towards technology or learning environment should be evaluated. Under the guidance of multiple intelligences theory and constructivism learning theory, He, Ratanaolarn, and Sitthiworachart, ( 2024 )carried out a study, using the gamification teaching design of computer information technology course to explore the interdisciplinary nature of computer information technology classroom and the influence of gamification teaching on stimulating students' learning motivation and improving students' achievement. Nuraliyeva, Tursunnazorova, and Otakulova, ( 2024 ) proposed that strengthening interdisciplinary cooperation is the main direction of the development of information technology, using information and educational platforms, effective and systematic application of digital technology systems to cultivate professional competence methods, so that students can develop creative thinking, imagination, observation skills and initiative in independent learning. Yang Zhang and Shen (2024) proposed the connotation of information technology project-based learning in middle schools under the concept of STEM education on the basis of analyzing the influence of applied disciplines, STEM education and project-based learning on students. And how to practice the application of project-based learning in junior middle school information technology classroom under the concept of STEM education to promote the further development of STEM education. Li F and Lan X X et al (2023). analyzed existing problems in current information technology interdisciplinary thematic learning and proposed design characteristics such as thematic, big concept, experiential, and integrated features. They argued that a complete interdisciplinary unit plan should include key elements such as unit description, unit objectives, unit activities, unit evaluation, unit implementation suggestions, and learning resource preparation, and provided an exemplary case of information technology interdisciplinary thematic learning. Wu M Y and Wan K and Zhao J (2023)., based on the connotations and characteristics of interdisciplinary learning and the compulsory education information technology curriculum standards, explored implementation paths for interdisciplinary learning from two aspects: teaching design and teaching implementation. They suggested that interdisciplinary learning teaching design should have three characteristics: problem-oriented learning tasks, dual design of learning objectives, and overall integration of learning elements. Teaching implementation can choose from direct instruction, example-migration teaching, and guided independent inquiry models. The other category of research focuses on the effectiveness of information technology interdisciplinary thematic learning activities in practical applications, using empirical research to explore their effectiveness in cultivating students' comprehensive abilities, such as core literacy and problem-solving skills. For example, Rafiq, Kamran and Afzal ( 2024 ) pointed out that information Technology interdisciplinary thematic learning activities gain multiple benefits in practical applications, including increased creativity, adaptability, and a holistic understanding of societal challenges. However, challenges such as limited institutional support and resistance to traditional structures pose obstacles to effective implementation. The findings not only contribute to a localized understanding of interdisciplinary education but provide insights applicable to the global educational environment, aiming to improve the quality and relevance of higher education to adapt to the evolving environment.. Rosendahl and Wagner asserted that factors that influence interdisciplinary learning include personal perceptions, personal learning preferences, and synergies achieved in the course of interdisciplinary learning. Organizing conversations between students in different disciplines can make students aware of inequalities, implicit biases, and the assigned status of different student groups. Ma (2020) designed strategies for interdisciplinary learning activities based on relevant theories. Through observation and reflection on interdisciplinary learning activities aimed at cultivating core literacy, the study demonstrated that the designed interdisciplinary learning process is not only operable and effective but also significantly enhances students' core literacy to a certain extent. Wang ( 2022 ), based on the ADDIE teaching design structure, constructed a design process for information technology interdisciplinary thematic learning activities, forming an activity framework that can be directly applied to action research. To verify the effectiveness of this design, he analyzed the process and summative data from interdisciplinary thematic learning cases and made iterative adjustments based on feedback. Ma ( 2023 ), by combining the characteristics of interdisciplinary project-based teaching activities, designed and implemented teaching activities in information technology courses using the interdisciplinary theme "Online Learning Pro" from the curriculum standards and analyzed the teaching effectiveness. In summary, research in the field of interdisciplinary thematic learning in information technology courses is still relatively weak, with most studies focusing on case design and there is a lack of empirical research. Based on the research needs of practical teaching, this study explores the following three questions: (1) Can designing interdisciplinary thematic learning activities in information technology courses effectively enhance students' interdisciplinary literacy levels? (2) Can interdisciplinary thematic learning activities in information technology courses improve students' knowledge test scores in information technology courses? and (3) How do students feel about interdisciplinary thematic learning activities? 3. Research Design Based on the research questions, this study proposes the following hypotheses: Compared to traditional teaching methods, interdisciplinary thematic learning activities will more effectively enhance students' interdisciplinary literacy levels and improve learning outcomes in information technology courses. The specific hypotheses are as follows: (1) Through the implementation of interdisciplinary thematic learning activities, the improvement in interdisciplinary literacy levels of students in the experimental class will be more significant than that of students in the control class; (2) Through the implementation of interdisciplinary thematic learning activities, students in the experimental class will perform better in knowledge tests than those in the control class; (3) Through the implementation of interdisciplinary thematic learning activities, students in the experimental class will have a significantly increased interest in interdisciplinary learning activities. 3.1Research Participants This experiment was conducted in Middle School A in the northwest region of China. Two natural classes of seventh-grade students were randomly selected as research participants, with 55 students in the experimental class and 56 students in the control class. After communicating with the teachers, it was found that the two classes had similar entrance exam scores and classroom performance, and the gender ratio of students in both classes was also roughly equivalent. The study obtained consent from the school and students, and all collected data were used solely for research purposes. 3.2 Course Content The experimental content was primarily based on the information technology textbook in Ningxia Autonomous Region and is integrated with the curriculum standards for the fourth stage (grades 7–9) regarding the practice and exploration of the Internet of Things, Internet applications and innovation, and interdisciplinary themes. In the experimental class, three interdisciplinary thematic learning activities in information technology were conducted: "Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts," "Addressing Water Conservation from a Data Perspective," and "Robot Car Racing." The specific disciplinary content is shown in Table 1 . Meanwhile, the control class received conventional teaching. Table 1 Interdisciplinary Thematic Learning Activity Content Table Interdisciplinary Thematic Learning Activity Subject Subject Content Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts Information Technology Characteristics of information: definition, features, etc.; Information acquisition and processing: methods, tools; Information search: use of search engines, information retrieval, etc. Chinese Language Reading and appreciation: literary works appreciation, recitation of ancient poetry, etc. History Sensing history: exploring historical development and changes through various means; Prosperous Tang Dynasty: Tang Dynasty's colorful literature and art (Tang poetry) Geography Earth's movements: rotation and revolution of the Earth Addressing Water Conservation from a Data Perspective Information Technology Internet applications and innovation: proficiently using various Internet tools for data search, selection, and effective management, contributing valuable data and resources, and creating personalized and innovative works. Mathematics Data collection, organization, and description: data collection, systematic organization and description of data using statistical charts, averages, percentages, etc. Geography Land and oceans: distribution of land and sea; impact of oceans on human production and life Morality and Rule of Law Legal education on environmental protection: understanding laws related to environmental protection and establishing an ecological civilization concept; Traditional Chinese culture education: understanding the Chinese concept of thrift and harmony Robot Car Racing Information Technology Internet of Things practice and exploration: designing a simple IoT system that can transmit data and perform basic control based on specific learning tasks and available experimental equipment. Programming to read and process data from IoT-enabled devices. Mathematics Numbers and expressions: analyzing simple quantitative relationships in specific problems and representing them with algebraic expressions; finding necessary formulas based on specific problems through research. Physics Mechanical motion: using appropriate tools to measure length and time, estimating length and time based on life experience, describing the speed of object movement, and calculating speed 4. Research Methods 4.1Design Measurement Tools (1) Interdisciplinary Literacy Level Measurement Scale The data on interdisciplinary literacy levels collected before and after the experiment were measured using the "Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale." This scale was adapted from a mature questionnaire (Shen, 2023). The original scale was divided into two major sections: core literacy and interdisciplinary literacy. The interdisciplinary literacy section included 10 questions covering interdisciplinary thinking, questioning ability, problem analysis ability, conclusion explanation ability, creative thinking, and collaboration skills. This study retained the questions in the interdisciplinary literacy section and made moderate adaptations to the wording of the original scale without changing the dimensions of interdisciplinary literacy measured by the original scale. The original scale had a Cronbach's α coefficient of 0.837, a KMO value of 0.867, and a Bartlett's sphericity test P-value less than 0.05, indicating good reliability and validity. To ensure the credibility and effectiveness of the adapted scale, before formal distribution, two additional classes from the seventh grade (excluding the experimental and control classes) were randomly selected, and a total of 113 scales were distributed and fully recovered. Among them, 110 were valid, with a recovery rate of 100% and an effective rate of 97.3%. The reliability and validity of the scale were analyzed using SPSS 21 software, with results shown in Table 2 . The data in the table indicate that the Cronbach's α coefficient of the measurement scale used in this study was 0.854, higher than the commonly accepted threshold of 0.7, indicating high reliability and credibility. The KMO and Bartlett's tests were used to explore the distribution characteristics of the data and the correlation between items. The KMO value of the measurement scale used in this study was 0.868, between 0.8 and 0.9, indicating that the scale is suitable for factor analysis. The Bartlett's sphericity test P-value was less than 0.05, confirming the good validity of the measurement scale. (2) Knowledge Test After all the courses were completed, a knowledge test was administered to both the experimental and control class students in the classroom using a paper-and-pencil format. The test questions were developed in accordance with the principles of question setting in the new curriculum standards, closely aligned with the core knowledge points of the course. Moreover, the test questions have undergone focused group discussions within the subject research and teaching community of information technology curriculum to ensure their quality and applicability. Considering the association and progressive nature of the knowledge content in Teaching Case 1 and Teaching Case 2, these two parts were combined into a complete set of test questions, while Teaching Case 3 had a separate set of test questions. All test papers were scored on a percentage basis. (3) Student Interview Outline Based on the non-cognitive development of students in interdisciplinary learning, an interview guide was developed to deeply understand the experimental class students' true feelings and opinions about information technology interdisciplinary learning activities. After all the experimental content was completed, A cohort of students from the experimental class were randomly selected for semi-structured interviews. The interview content mainly focused on students' interest in information technology courses, satisfaction with interdisciplinary learning activities, and suggestions after completing the three interdisciplinary learning activities. 4.2 Experimental Procedure The entire experimental process lasted for approximately 12 weeks, with the specific procedure shown in Fig. 1 . In the first week, the "Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale" was used to conduct a pre-test on students in both the experimental and control classes. Over the next nine teaching weeks, the three junior high school information technology interdisciplinary thematic learning activity cases designed in this study were applied in the experimental class teaching, while the control class students received conventional teaching on the same knowledge content. In weeks 11 and 12, all students underwent post-assessment of interdisciplinary literacy levels and knowledge evaluation, followed by the implementation of aforementioned semi-structured interviews. 5. Research Results and data Analysis 5.1 Significance Test of Interdisciplinary Literacy Pre-test and Post-test Data Between the Experimental and Control Classes (1) Significance Test of Pre-test Data In the first week of the experiment, the "Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale (see Appendix for complete proofs)" was used to conduct a pre-test on students in both the experimental and control classes. The pre-test questionnaire was distributed, answered, and collected in the computer lab in electronic format. The experimental class distributed 55 scales, recollected 55 scales, and had 55 valid scales; the control class distributed 56 scales, recollected 56 scales, and had 56 valid scales. Both classes had a 100% recovery rate, indicating good sample quality. Using SPSS 21 software, an independent samples t-test was conducted on the total scores of interdisciplinary literacy in the pre-test between the experimental and control classes, with results shown in Table 2 Table 2 Independent Samples t-test Analysis of Pre-test Scores on Interdisciplinary Literacy Between the Two Classes Class Sample N Mean Standard Deviation t-value Degrees of Freedom (df) p-value Experimental Class 55 37.42 3.609 1.828 109 0.615 Control Class 56 36.14 3.739 As shown in Table 2 , before the start of the teaching experiment, the mean and standard deviation of the scores on the "Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale" were similar for students in both the experimental and control classes. There was no significant difference in interdisciplinary literacy levels between the two classes before the teaching intervention ( p > 0.05), indicating that the students in both classes had comparable interdisciplinary literacy levels. (2) Significance Test of Post-test Data In weeks 11 and 12, after all the teaching content was completed, the "Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale" was used again to conduct a post-test on students in both the experimental and control classes to assess the changes in their interdisciplinary literacy levels after a period of teaching intervention. The post-test was conducted using paper-based questionnaires distributed, answered, and collected in class. The experimental class distributed 55 scales, all of which were recollected and valid; the control class distributed 55 scales, recollected 55 scales, and had 55 valid scales. Both classes had a 100% recovery rate and validity rate. Using SPSS 21 software, an independent samples t-test was conducted on the total scores of interdisciplinary literacy in the post-test between the experimental and control classes, with results shown in Table 3 : Table 3 Independent Samples t-test Analysis of Post-test Scores on Interdisciplinary Literacy Between the Two Classes Class Sample N Mean Standard Deviation t-value Degrees of Freedom (df) p-value Experimental Class 55 42.05 2.697 7.051 108 < 0.001 Control Class 56 37.85 3.498 As shown in Table 3 , after participating in the three interdisciplinary thematic learning activities, the mean scores of the experimental and control class students were 42.05 and 37.85, respectively. The experimental class students performed significantly better in interdisciplinary literacy levels than the control class students. Notably, the standard deviation of the experimental class students' scores was 2.697, lower than the control class students' standard deviation of 3.498, indicating that the scores of the experimental class students were closer to the mean, further confirming the effectiveness of the teaching intervention. There was a significant difference in interdisciplinary literacy levels between the experimental and control class students ( p < 0.001). This indicates that compared to traditional teaching methods, interdisciplinary thematic learning activities can significantly enhance students' interdisciplinary literacy levels, verifying Hypothesis 1, which states that through the implementation of interdisciplinary thematic learning activities, the improvement in interdisciplinary literacy levels of students in the experimental class is more significant than that of students in the control class. 5.2 Significance Test of Pre-test and Post-test Data on Interdisciplinary Literacy in the Experimental Class To further verify the effectiveness of the teaching intervention, a paired samples t-test was conducted on the pre-test and post-test scores of interdisciplinary literacy in the experimental class using SPSS 21 software, with results shown in Table 4 : Table 4 Paired Samples t-test Analysis of Pre-test and Post-test Scores on Interdisciplinary Literacy in the Experimental Class Class Sample N Mean Standard Deviation t-value Degrees of Freedom (df) p-value Experimental Class 55 37.42 3.609 -7.322 54 < 0.001 Control Class 56 42.05 2.697 As shown in Table 4 , the p-value of the paired samples t-test for the pre-test and post-test data on interdisciplinary literacy levels in the experimental class was less than 0.001, indicating a significant difference. The mean score of the post-test (42.05) was higher than that of the pre-test (37.42), demonstrating that after participating in the interdisciplinary thematic learning activities, the interdisciplinary literacy levels of students in the experimental class improved significantly overall. To further explore which specific aspects of interdisciplinary literacy levels in the experimental class improved significantly, a paired samples t-test was conducted on the scores of each question in the pre-test and post-test, with results shown in Table 5 : Table 5 Paired Samples t-test Analysis of Pre-test and Post-test Scores on Each Question of Interdisciplinary Literacy in the Experimental Class Question Pre-test/Post-test Sample N Mean Standard Deviation t-value Degrees of Freedom (df) p-value Q1 Pre-test 55 3.89 0.854 -4.814 54 < 0.001 Post-test 55 4.51 0.505 Q2 Pre-test 55 3.67 0.771 -4.864 54 < 0.001 Post-test 55 4.27 0.560 Q3 Pre-test 55 3.78 0.809 -4.759 54 < 0.001 Post-test 55 4.38 0.593 Q4 Pre-test 55 3.84 0.856 -2.345 54 0.023 Post-test 55 4.18 0.611 Q5 Pre-test 55 3.67 0.944 -4.579 54 < 0.001 Post-test 55 4.35 0.584 Q6 Pre-test 55 3.25 0.907 -2.025 54 0.048 Post-test 55 3.60 0.807 Q7 Pre-test 55 3.69 0.836 -2.334 54 0.023 Post-test 55 4.09 0.823 Q8 Pre-test 55 3.76 0.962 -2.135 54 0.037 Post-test 55 4.15 0.803 Q9 Pre-test 55 4.00 0.720 -0.840 54 0.404 Post-test 55 4.13 0.721 Q10 Pre-test 55 3.85 0.705 -3.786 54 < 0.001 Post-test 55 4.40 0.596 As shown in Table 5 , among the 10 questions in the interdisciplinary literacy level measurement scale, the post-test scores of 9 questions in the experimental class were significantly higher than the pre-test scores ( p < 0.05), and the mean scores of all 10 questions in the post-test were higher than those in the pre-test, indicating a significant improvement in interdisciplinary literacy levels. Specifically, Question 9, "When facing complex problems, I do not limit myself to established methods but integrate my knowledge to create new solutions," aims to assess students' creative thinking abilities. The lack of significant change in scores for this question may be due to the fact that students have also developed similar skills in other courses or disciplines. 5.3 Significance Test of Pre-test and Post-test Data on Interdisciplinary Literacy in the Control Class Using SPSS 21 software, a paired samples t-test was conducted on the pre-test and post-test scores of interdisciplinary literacy levels in the control class, with results shown in Table 6 : Table 6 Paired Samples t-test Analysis of Pre-test and Post-test Scores on Interdisciplinary Literacy in the Control Class Sample N Mean Standard Deviation t-value Degrees of Freedom (df) p-value Pre-test 55 36.13 3.772 -2.840 54 0.006 Post-test 55 37.85 3.498 As shown in Table 6 , there was a significant difference in interdisciplinary literacy levels between the pre-test and post-test scores of the control class students ( p < 0.05). Although the control class students did not participate in interdisciplinary thematic learning activities, their overall literacy levels improved after several months of learning in other subjects. To further verify the differences between the control and experimental class students after the teaching intervention, a paired samples t-test was conducted on the scores of each question in the pre-test and post-test of the control class, with results shown in Table 7 : Table 7 Paired Samples t-test Analysis of Pre-test and Post-test Scores on Each Question of Interdisciplinary Literacy in the Control Class Question Pre-test/Post-test Sample N Mean Standard Deviation t-value Degrees of Freedom (df) p-value Q1 Pre-test 55 3.91 0.674 -2.036 54 0.047 Post-test 55 4.16 0.739 Q2 Pre-test 55 3.71 0.737 -1.267 54 0.211 Post-test 55 3.87 0.668 Q3 Pre-test 55 3.76 0.838 -0.582 54 0.563 Post-test 55 3.85 0.650 Q4 Pre-test 55 3.71 0.809 -1.295 54 0.201 Post-test 55 3.91 0.727 Q5 Pre-test 55 3.51 0.791 -1.659 54 0.103 Post-test 55 3.73 0.622 Q6 Pre-test 55 3.07 0.900 -0.774 54 0.442 Post-test 55 3.22 1.134 Q7 Pre-test 55 3.60 0.760 -1.134 54 0.262 Post-test 55 3.75 0.673 Q8 Pre-test 55 3.49 0.836 -1.067 54 0.291 Post-test 55 3.67 0.944 Q9 Pre-test 55 3.60 0.852 -0.880 54 0.383 Post-test 55 3.73 0.757 Q10 Pre-test 55 3.76 0.744 -1.628 54 0.109 Post-test 55 3.96 0.719 As shown in Table 7 , among the 10 questions in the interdisciplinary literacy level measurement scale, the post-test scores of 9 questions in the control class were not significantly different from the pre-test scores ( p > 0.05). Although the total scores of interdisciplinary literacy levels showed a significant difference between the pre-test and post-test, it is insufficient to conclude that the interdisciplinary literacy levels of the control class students improved without participating in interdisciplinary thematic learning activities. Therefore, it can be concluded that Hypothesis 1 of this study is valid, i.e., after conducting interdisciplinary thematic learning activities, the improvement in interdisciplinary literacy levels of students in the experimental class is more significant than that of students in the control class. 5.4 Comparison of Test Scores between the Experimental and Control Classes. Students' learning quality is reflected in their knowledge test scores, which can also indicate the practical effectiveness of interdisciplinary thematic learning activities to some extent. Both the experimental and control class students were new seventh-grade students who were exposed to the seventh-grade teaching content for the first time. No significant differences were found in their learning of information technology courses during the initial interviews with the teachers and classroom observations. Therefore, to ensure the fairness and accuracy of the evaluation, the same test papers were used to assess both the experimental and control classes after all the teaching content was completed. This study designed two knowledge tests. Knowledge Test 1 aimed to assess the learning outcomes of the "Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts" and "Addressing Water Conservation from a Data Perspective " cases. Since these two cases shared common knowledge points, one test paper was used for evaluation. Knowledge Test 2 aimed to assess the learning effectiveness of the "Robot Car Racing" case. The knowledge tests were conducted using paper-based questionnaires distributed, answered, and collected in class. The experimental class distributed 55 test papers, all of which were recovered and valid; the control class distributed 55 test papers (1 student was absent), recovered 55 papers, and had 54 valid test papers. Both classes had a 100% recovery rate, with validity rates of 100% and 98.2%, respectively, indicating good sample quality. The test score data of the experimental and control classes were organized and analyzed as shown in Table 8 : Table 8 Data Analysis of Test Scores between the Experimental and Control Classes Test Class Number of Students Mean Score Standard Deviation Maximum Score Minimum Score Knowledge Test 1 Experimental Class 55 81.76 12.46 100 53 Control Class 54 73.89 13.40 95 47 Knowledge Test 2 Experimental Class 55 65.45 17.83 100 20 Control Class 54 48.70 19.04 80 10 Based on the data analysis in Table 8 , the experimental class students scored higher than the control class students in both tests. The highest and lowest scores in both tests were also higher in the experimental class than in the control class, confirming the effectiveness of the teaching intervention in knowledge acquisition. Additionally, the standard deviations of the experimental class were lower than those of the control class, indicating that compared to the control class, the experimental class students had less dispersion in their test scores, meaning that most students' scores were closer and more stable. In summary, interdisciplinary thematic learning activities showed a clear advantage in deepening students' understanding of knowledge and improving learning outcomes compared to conventional teaching. Therefore, Hypothesis 2 of this study is valid, i.e., after conducting interdisciplinary thematic learning activities, the experimental class students performed better in knowledge tests than the control class students. 5.5 Student Interview Analysis A random sampling method was used to select 5 students from the experimental class for semi-structured interviews based on the prepared interview guide. The analysis of the interview results aimed to understand the experimental class students' true feelings and evaluations of interdisciplinary learning activities in junior high school information technology courses, and to explore their interest in interdisciplinary learning activities, providing references for future interdisciplinary learning activities in information technology. (1) Increased Interest in Information Technology Courses Interviewees generally indicated that their interest in information technology courses had increased further through interdisciplinary thematic learning activities. They gained a new understanding of information technology courses, realizing that these courses are not just about computer operations but also about cultivating problem-solving mindsets and innovative thinking. Student 2 said, ‘My interest in information technology courses has grown stronger. Through this semester's learning, I have not only acquired more knowledge but also learned how to apply information technology to real-life situations and solve practical problems, making the course very interesting and practical.’ (2) Preference for Themes Related to Real-life Problems When asked which of the three interdisciplinary learning activities they were most interested in, although different students had different preferences, the theme "Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts" was favored overall due to its integration of traditional culture and connection to real life. Student 1 said, ‘I am most interested in the first one ('Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts') because it not only taught me about the traditional culture of the Mid-Autumn Festival but also showed me how to use information technology to search for and organize this information.’ Student 3 added, ‘I am most interested in the Mid-Autumn Festival theme because it allowed me to delve deeper into the traditional culture and history of the festival through information technology. This interdisciplinary learning approach made learning enjoyable.’ Meanwhile, "Robot Car Racing" was also popular among some students due to its combination of programming and practical racing problems. Student 4 said, ‘I am most interested in 'Robot Car Racing' because it gave me the opportunity to program and control the robot cars in a race. It not only improved my hands-on skills but also allowed me to experience the charm of technology.’ Overall, students gave high evaluations of all three interdisciplinary learning activities, showing particular interest in themes closely related to real-life and practical value. (3) Recognition of the Universal Connection between Information Technology and Other Disciplines All interviewed students acknowledged that interdisciplinary learning activities in information technology are universally connected to their daily lives and other disciplines, promoting learning in these areas. In terms of connection to daily life, student 5 cited the example of " Addressing Water Conservation from a Data Perspective " ‘It is related to my daily life. ' I did not only learned how to collect and analyze data but also realized that the available freshwater resources on Earth are limited, reminding me to conserve water in my daily life.’ Regarding connections to other disciplines, students generally reported that interdisciplinary learning activities deepened their understanding and grasp of knowledge in other subjects such as mathematics, Chinese language arts, and geography, and positively impacted their learning in these disciplines. Student 3 said, ‘The learning content is closely related to other disciplines like mathematics, Chinese language arts, and geography, allowing me to understand the knowledge in these subjects more deeply.’ (4) Improvements in Multiple Aspects through Interdisciplinary Learning When asked about the areas in which they had improved through learning, students provided different answers. Student 1 said, ‘I have learned to use my knowledge to solve problems in daily life.’ Student 2 said, ‘My hands-on skills have improved, and I have learned to think about problems from different perspectives.’ Student 3 said, ‘I have learned to collaborate with classmates to complete tasks.’ Student 4 said, ‘I have learned to program robot cars for racing and collect and analyze data to solve problems.’ Student 5 said, ‘I have made significant improvements in problem-solving and teamwork.’ Overall, through interdisciplinary thematic learning activities, students improved in multiple aspects, including innovative thinking, problem-solving skills, and teamwork abilities. (5) Students' Suggestions and Expectations When discussing suggestions or expectations for future interdisciplinary learning activities, students' responses mainly focused on the selection of themes, the types of disciplines involved, and the length of class hours. Students look forward to future courses covering more themes closely related to real life, such as artificial intelligence. At the same time, they hope that the courses can involve a greater variety of disciplines, such as integrating subjects like art and music into interdisciplinary learning activities in information technology. In terms of class duration, students expect that interdisciplinary thematic learning activities will continue in subsequent semesters to allow them to engage in practical exploration. In summary, it can be concluded that after conducting interdisciplinary thematic learning activities, the interest of students in the experimental class in these activities increased significantly, confirming Hypothesis 3. 6. Discussion This study implemented interdisciplinary thematic learning activities in junior high school information technology courses to explore their impact on students' interdisciplinary knowledge literacy levels, subject test scores, and interest in interdisciplinary learning activities. The results indicate that interdisciplinary thematic learning activities have had positive effects on students' learning and development in multiple aspects. These findings provide important theoretical and practical support for the reform of information technology curricula. Firstly, The results of this study clearly demonstrate that interdisciplinary thematic learning activities significantly enhance students' interdisciplinary literacy levels. The experimental class, which participated in these activities, showed a marked improvement in their ability to integrate knowledge from multiple disciplines to solve real-world problems, as evidenced by their higher scores in the post-test compared to the control class. This improvement was particularly evident in areas such as interdisciplinary thinking, problem analysis, and collaboration skills. The findings suggest that these activities effectively promote a deeper understanding of how different disciplines can be interconnected and applied to solve complex problems. This aligns with the broader educational goals of fostering critical thinking and problem-solving abilities in students. Secondly, the study also found that students in the experimental class performed better in knowledge tests compared to their counterparts in the control class. This indicates that interdisciplinary thematic learning activities not only improve students' ability to think across disciplines but also deepen their understanding of core information technology concepts. The activities appear to facilitate a more comprehensive learning experience by integrating real-world applications and problem-solving scenarios, making the learning process more engaging and effective. This finding supports the notion that interdisciplinary learning can lead to better academic outcomes by providing students with a more holistic understanding of the subject matter. Thirdly, the qualitative data from student interviews further revealed that interdisciplinary thematic learning activities significantly increased students' interest in information technology courses. Students expressed a greater appreciation for the practical applications of information technology and felt more motivated to participate in learning activities. The integration of real-life themes and hands-on projects, such as "Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts" and "Robot Car Racing," made the learning experience more relevant and enjoyable for students. This increased engagement is crucial for fostering a positive attitude towards learning and can have long-term benefits for students' educational trajectories. In conclusion, this study underscores the importance of interdisciplinary thematic learning activities in promoting students' interdisciplinary literacy, improving their knowledge acquisition, and increasing their interest in learning. By integrating real-world applications and fostering a collaborative learning environment, these activities can significantly enhance the educational experience for students. Future research should continue to explore the potential of interdisciplinary learning to address the evolving needs of modern education. While this study provides compelling evidence for the benefits of interdisciplinary thematic learning activities, it also has some limitations. The study was conducted in a specific region of China, and the results may not be generalizable to other educational contexts. Future research should explore the effectiveness of these activities in diverse settings to validate the findings. Additionally, the study focused on the short-term impact of the activities; further research is needed to examine their long-term effects on students' academic and personal development. Finally, future studies could investigate the role of technology in enhancing interdisciplinary learning and explore innovative approaches to integrating technology into the classroom to support these activities. 7. Research Findings This study implemented interdisciplinary thematic learning activities in junior high school information technology courses and conducted both quantitative and qualitative analyses of the teaching intervention's effectiveness. The results indicate that after the implementation of interdisciplinary thematic learning activities, students in the experimental class showed a significant improvement in interdisciplinary literacy levels compared to those in the control class. They also performed better in knowledge tests and had a significantly increased interest in interdisciplinary learning activities. The following conclusions were drawn: 7.1 Interdisciplinary Thematic Learning Activities Promote Interdisciplinary Literacy Both the experimental and control classes underwent pre-test and post-test assessments of interdisciplinary literacy levels. The post-test data of the experimental and control classes, as well as the pre-test and post-test scores of the experimental class and the pre-test and post-test scores of the control class, were subjected to difference tests. The experimental data analysis showed that after conducting interdisciplinary thematic learning activities, students' interdisciplinary literacy levels improved significantly. These activities were particularly effective in promoting students' interdisciplinary thinking, problem analysis abilities, conclusion explanation abilities, questioning abilities, and collaboration skills. 7.2 Interdisciplinary Thematic Learning Activities Enhance Participation in Information Technology Courses Traditional information technology courses often focus on skill transmission while neglecting students' interest and participation in the course. Many students may regard information technology courses as mere "leisure" or "gaming" classes, failing to recognize the significant value of information technology in modern society and thus not giving it sufficient attention. The analysis of the experimental results in this study shows that interdisciplinary thematic learning activities enhance the connection between information technology course content and real life by introducing content and methods from other disciplines. This approach increases the attractiveness and interest of information technology courses. When students use information technology knowledge and skills to solve interdisciplinary problems, they gain a deeper understanding of the importance and practicality of information technology. This problem-oriented learning method improves students' participation in learning and further increases their interest in information technology courses. 7.3 Interdisciplinary Thematic Learning Activities Improve Students' Abilities to Solve Real-world Problems The exploration and practice in this study reveal that interdisciplinary thematic learning activities aim to solve problems in real contexts, with practical inquiry as an important path. In the process of solving real-world problems, students need to consider not only how to apply their multidisciplinary knowledge but also the context of the problem, influencing factors, and possible solutions. This learning process not only enhances students' understanding of the problem but also teaches them how to identify, analyze, and solve problems through practical inquiry. These skills are crucial for their future learning and life. Additionally, interdisciplinary thematic learning activities can cultivate students' innovative and critical thinking, enabling them to approach real-world problems from different perspectives, seek diverse solutions, and thus gain a more comprehensive understanding of the problem and a deeper understanding of the world. 8. Future Research The compulsory education curriculum standards in China clearly highlight the importance of interdisciplinary thematic learning. However, research on this topic is still in its infancy, with no established theoretical system and a lack of theoretical guidance for practical applications. It is hoped that more related studies will emerge in the future to provide theoretical support and practical guidance to promote the in-depth development of interdisciplinary thematic learning in compulsory education in China and ultimately achieve the goal of truly developing students' core literacy. Declarations Ethical approval The questionnaire and methodology for this study were granted ethics approval (Ethics approval number: NXNU-Edu-ICT-2024-001) Informed consent In this study, freely given informed consent to participate in the research was obtained from the participants and their parents and will be presented in manuscript form upon request. Author Contribution An and Hou and Liu wrote the main manuscript text, An prepared figures ,Hou translated the article,All authors reviewed the manuscript."After discussion, Hou and An will be co-first authors, and Liu will be the corresponding author. Data Availability https://www.wjx.cn/vm/weYUGjL.aspx# https://www.wjx.cn/vm/h6bbo88.aspx# References Cui Yunhuo & Guo Hongrui. (2023). Interdisciplinary Thematic Learning：An Attempt to Construct the Curriculum Discourse. Educational Research (10),44-53. Education Scotland. Interdisciplinary Learning: Ambitious Learning for an Increasingly Complex World [EB/OL]. https://education.gov.scot/media/mkomulen/interdisciplinary-learning-thought-paper. He, M., Ratanaolarn, T., & Sitthiworachart, J. (2024). Design and implementation of online gaming for learning motivation and achievement improvement in computer information technology curriculum. Computer-Aided Design and Applications, 21(s5). Lamain, C., Brugman, S., Boes, M., Schoevaars, C., Tetteroo, D., Veldhuizen, M. D., ... & Duncan, J. (2024). Finding joy, creativity and meaning through unusual interdisciplinary collaborations. Humanities & Social Sciences Communications , 11(1), 1159. Li Feng, Lan Xixin, Li Zhengfu, & Li Su Chen.(2023). Unit-based Design and Practice of Information Science and Technology Interdisciplinary Thematic Learning. Chinese Electro-Education (03),90-95+119. Li Gang .(2023). Connotation and Design Ideology of Interdisciplinary Thematic Learning Activity of Compulsory Education. Curriculum. Textbook. Pedagogy (07),11-17.doi:10.19877/j.cnki.kcjcjf.2023.07.002. Ministry of Education of the People's Republic of China. Compulsory Education Curriculum Plan (2022 Edition) [S]. Beijing: Beijing Normal University Press, 2022. Ma Ruidan. (2020). Design and Practice of Interdisciplinary Learning Activities Based on Information Technology Core Literacy Training[D]. Hebei University, https://link.cnki.net/doi/10.27103/d.cnki.ghebu.2020.000312. Ma Yan (2023) . Research on the Design of Interdisciplinary Project-Based Teaching Activities in Primary School Information Te-chnology Courses (Master's Thesis, Nanchang University). Master’s Degree.. https://link.cnki.net/doi/10.27232/d.cnki.gnch-u.2023.002593doi:10.27232/d.cnki.gnchu.2023.002593. Nuraliyeva, P., Tursunnazorova, E., & Otakulova, D. (2024, Novem-ber). Methods of developing professional competence in students through the use of digital technologies. In AIP Conference Proceedings (Vol. 3244, No. 1). AIP Publishing. Rafiq, S., Kamran, F., & Afzal, A. (2024). Investigating the benefits and challenges of interdisciplinary education in higher education settings. Journal of Social Research Development , 5(1), 87-100. Rosendahl, P., & Wagner, I. (2024). 360 videos in education–A systematic literature review on application areas and future potentials. Education and Information Technologies , 29(2), 1319-1355. Wu Hongwei.(2024). Issues and Essentials of Interdisciplinary Teaching. Primary and Secondary School Information Technology Education (10),48-51. Wu Zhiqui & Liu Wei.(2024). Value and Practical Limit of Interdisciplinary Thematic Learning. Curriculum Textbook Pedagogy (07),37-41+124.doi:10.19877/j.cnki.kcjcjf.2024.07.001. Wan Kun.(2022). Connotation, Characteristics, Design and Implementation of Interdisciplinary Learning--Taking Information Te-chnology Course As An Example. Journal of Tianjin Normal University (Basic Education Edition) (05),59-64.doi:10.16826/j.cnki.1009-7228.2022.05.011. Wu Minyu, Wan Kun & Zhao Jian. (2023). The Definition and Approach of Interdisciplinary Learning : Taking Information Tech-nology Course of Compulsory Education as an Example. Curriculum. Textbook. Pedagogy (01),89-95.doi:10.19877/j.cnki.kcjcjf.2023.01.008. Wang Linsheng.(2022). Research on the Design and Practice of Interdisciplinary Thematic Learning Activities in Junior High School Information Technology Courses (Master's Thesis, Northwest Normal University). Master's Degree. https://link.cnki.net/doi/10.27410/d.cnki.gxbfu.2022.001300doi:10.27410/d.cnki.gxbfu.2022.001300. Yeni, S., Grgurina, N., Saeli, M., Hermans, F., Tolboom, J., & Barendsen, E. (2024). Interdisciplinary integration of computational thinking in K-12 education: A systematic review. Informatics in Education , 23(1), 223-278. Yang, H., Zhang, Q., & Shen, M. (2024). The Practice and Research of Junior High School Information Technology Project-Based Learning Based on Stem Education Concept. International Journal of Technology in Education and Science , 8(1), 63-74. Additional Declarations No competing interests reported. Supplementary Files Appendix.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6616026","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":489258742,"identity":"eebd1657-dcad-47a7-a87a-491b1eea770d","order_by":0,"name":"Min An An","email":"","orcid":"","institution":"Ningxia Normal University","correspondingAuthor":false,"prefix":"","firstName":"Min","middleName":"An","lastName":"An","suffix":""},{"id":489258743,"identity":"ad6231da-9ffc-411b-ae8f-f50e1c789b2c","order_by":1,"name":"Wangzhe Hou Hou","email":"","orcid":"","institution":"Ningxia Normal University","correspondingAuthor":false,"prefix":"","firstName":"Wangzhe","middleName":"Hou","lastName":"Hou","suffix":""},{"id":489258744,"identity":"496d5e94-fafe-478d-8547-f4827a7f4b36","order_by":2,"name":"Liyan Liu Liu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAo0lEQVRIiWNgGAWjYFAC5sYDDBUScvIkaGFsOMBwxsLYsIEkLYxtFYkMB4jVYC6R2HCYd55EAmMD88NHN4jRYtlzEKhlm0QeOwObsXEOMVoMjjeCtRQzNvCwSROn5TAjUMscoPMOEK0FbEsDSVrOHGw4OOeYhLFhM9F+uZF88MGbmjo5efbmh4+J0gICTDwgkplY5SDA+IMU1aNgFIyCUTDyAAAw3zLbM5C8AQAAAABJRU5ErkJggg==","orcid":"","institution":"Ningxia Normal University","correspondingAuthor":true,"prefix":"","firstName":"Liyan","middleName":"Liu","lastName":"Liu","suffix":""}],"badges":[],"createdAt":"2025-05-08 02:53:30","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6616026/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6616026/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":87518325,"identity":"96610409-c083-4afa-845d-19bef301f85e","added_by":"auto","created_at":"2025-07-24 17:03:12","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":70851,"visible":true,"origin":"","legend":"\u003cp\u003eFlowchart of the Experimental Procedure\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6616026/v1/7b249d7ff364f08df5b3d2ca.png"},{"id":98621822,"identity":"ea513d2a-c187-4f6d-80f0-d77065d65b0b","added_by":"auto","created_at":"2025-12-19 16:23:43","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1728060,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6616026/v1/065aa649-9770-4870-8ac6-a4ae04814e77.pdf"},{"id":87518324,"identity":"68df4f22-9991-4572-b410-6072e95f9ebb","added_by":"auto","created_at":"2025-07-24 17:03:12","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":16214,"visible":true,"origin":"","legend":"","description":"","filename":"Appendix.docx","url":"https://assets-eu.researchsquare.com/files/rs-6616026/v1/4c693f9d21e8ed982d858cb4.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"A Study on the Application of Interdisciplinary Thematic Learning Activities in Junior High School Information Technology Classrooms","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eIn the era of globalization, the diversity of society and the trend of internationalization have put forward higher requirements for talent cultivation. Students are not only expected to possess a global perspective, cross-cultural communication, and collaborative skills but also to equip themselves with extensive professional knowledge and interdisciplinary thinking to adapt to the complex and changing international environment and market demands(Education Scotland,2020). Interdisciplinary learning is widely regarded as essential experience for students to prepare for future work and life, becoming a \"challenging learning experience for dealing with an increasingly complex world\". In 2022, the Ministry of Education issued the \"Compulsory Education Curriculum Plan and Standards (2022 Edition)\" (hereinafter referred to as the \"New Curriculum Standards\"). It explicitly proposed strengthening the connection between curriculum content, students' experiences, and social life, integrating knowledge within disciplines, and promoting comprehensive courses and interdisciplinary thematic learning. It stipulates that at least 10% of each course's content should be designed as interdisciplinary thematic learning activities to enhance the collaborative educational function of the curriculum. The release of the New Curriculum Standards signifies that interdisciplinary thematic learning has officially evolved from sporadic explorations at regional and school levels to a significant measure in the national compulsory education curriculum reform.\u003c/p\u003e\u003cp\u003eInformation technology is a highly comprehensive discipline, well-suited for conducting interdisciplinary learning activities. By integrating knowledge from other subjects into information technology teaching, a richer interdisciplinary knowledge structure can be formed, effectively promoting students' independent inquiry and innovative thinking. Additionally, information technology is a highly practical discipline, and interdisciplinary learning activities, which aim to solve real-world problems, allow students to apply their knowledge to practical issues, enhancing their practical abilities.\u003c/p\u003e"},{"header":"2. Literature review","content":"\u003cp\u003eInterdisciplinary learning aims to solve problems by integrating knowledge, concepts, and methods from multiple disciplinary fields through information technology courses, promoting comprehensive learning and thinking across domains and generating new ways of understanding to address problems, create products, or explain phenomena. However, current interdisciplinary teaching often suffers from theoretical and practical deviations, resulting in simple juxtaposition of disciplines, insufficient content depth, lack of practical case demonstrations, and standardized empirical research (Wu H W, 2024). Interdisciplinary thematic learning is oriented towards cultivating students' core literacy, using core disciplines as carriers. It starts from real problems and tasks, integrates knowledge from other disciplines around a theme, and generates interdisciplinary thematic learning activities. It guides students to use interdisciplinary thinking, methods, and tools to engage in learning activities centered on thematic tasks and collaborative practice (Wu Z K, 2024). Interdisciplinary learning can be seen as a methodology that emphasizes connections and integration among multiple disciplines, while interdisciplinary thematic learning emphasizes a practical approach, applying interdisciplinary collaborations to solve specific themes or problems to enhance students' practical application abilities (Lamain et al.,2024).\u003c/p\u003e\u003cp\u003eResearch on interdisciplinary thematic learning in information technology courses mainly falls into two categories. One category focuses on analyzing the connotations and characteristics of interdisciplinary thematic learning, examining existing issues, and exploring design principles and implementation strategies for information technology interdisciplinary thematic learning activities based on the characteristics of the information technology discipline. These studies, primarily published in academic journals, provide valuable references for theoretical construction and practical application. For example, Wan K (2022) analyzed the connotations and characteristics of interdisciplinary learning and proposed that the core elements of information technology interdisciplinary learning design include clear learning objective design, high-order task framework construction, learning process planning, and learning evaluation design. In terms of implementation strategies, the goal is to effectively implement information technology core literacy, design a series of real problem sequences for problem-chain teaching, use high-order and challenging learning tasks, integrate knowledge from different disciplines through big concepts, build an information technology interdisciplinary learning community, and establish interdisciplinary identity recognition for information technology teachers and students. Yeni et al (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) pointed out that active learning is a strategy often mentioned in the interdisciplinary integration of information technology disciplines. In course evaluation, students' attitude towards technology or learning environment should be evaluated. Under the guidance of multiple intelligences theory and constructivism learning theory, He, Ratanaolarn, and Sitthiworachart, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)carried out a study, using the gamification teaching design of computer information technology course to explore the interdisciplinary nature of computer information technology classroom and the influence of gamification teaching on stimulating students' learning motivation and improving students' achievement. Nuraliyeva, Tursunnazorova, and Otakulova, (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) proposed that strengthening interdisciplinary cooperation is the main direction of the development of information technology, using information and educational platforms, effective and systematic application of digital technology systems to cultivate professional competence methods, so that students can develop creative thinking, imagination, observation skills and initiative in independent learning. Yang Zhang and Shen (2024) proposed the connotation of information technology project-based learning in middle schools under the concept of STEM education on the basis of analyzing the influence of applied disciplines, STEM education and project-based learning on students. And how to practice the application of project-based learning in junior middle school information technology classroom under the concept of STEM education to promote the further development of STEM education. Li F and Lan X X et al (2023). analyzed existing problems in current information technology interdisciplinary thematic learning and proposed design characteristics such as thematic, big concept, experiential, and integrated features. They argued that a complete interdisciplinary unit plan should include key elements such as unit description, unit objectives, unit activities, unit evaluation, unit implementation suggestions, and learning resource preparation, and provided an exemplary case of information technology interdisciplinary thematic learning. Wu M Y and Wan K and Zhao J (2023)., based on the connotations and characteristics of interdisciplinary learning and the compulsory education information technology curriculum standards, explored implementation paths for interdisciplinary learning from two aspects: teaching design and teaching implementation. They suggested that interdisciplinary learning teaching design should have three characteristics: problem-oriented learning tasks, dual design of learning objectives, and overall integration of learning elements. Teaching implementation can choose from direct instruction, example-migration teaching, and guided independent inquiry models.\u003c/p\u003e\u003cp\u003eThe other category of research focuses on the effectiveness of information technology interdisciplinary thematic learning activities in practical applications, using empirical research to explore their effectiveness in cultivating students' comprehensive abilities, such as core literacy and problem-solving skills. For example, Rafiq, Kamran and Afzal (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) pointed out that information Technology interdisciplinary thematic learning activities gain multiple benefits in practical applications, including increased creativity, adaptability, and a holistic understanding of societal challenges. However, challenges such as limited institutional support and resistance to traditional structures pose obstacles to effective implementation. The findings not only contribute to a localized understanding of interdisciplinary education but provide insights applicable to the global educational environment, aiming to improve the quality and relevance of higher education to adapt to the evolving environment.. Rosendahl and Wagner asserted that factors that influence interdisciplinary learning include personal perceptions, personal learning preferences, and synergies achieved in the course of interdisciplinary learning. Organizing conversations between students in different disciplines can make students aware of inequalities, implicit biases, and the assigned status of different student groups. Ma (2020) designed strategies for interdisciplinary learning activities based on relevant theories. Through observation and reflection on interdisciplinary learning activities aimed at cultivating core literacy, the study demonstrated that the designed interdisciplinary learning process is not only operable and effective but also significantly enhances students' core literacy to a certain extent. Wang (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), based on the ADDIE teaching design structure, constructed a design process for information technology interdisciplinary thematic learning activities, forming an activity framework that can be directly applied to action research. To verify the effectiveness of this design, he analyzed the process and summative data from interdisciplinary thematic learning cases and made iterative adjustments based on feedback. Ma (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), by combining the characteristics of interdisciplinary project-based teaching activities, designed and implemented teaching activities in information technology courses using the interdisciplinary theme \"Online Learning Pro\" from the curriculum standards and analyzed the teaching effectiveness.\u003c/p\u003e\u003cp\u003eIn summary, research in the field of interdisciplinary thematic learning in information technology courses is still relatively weak, with most studies focusing on case design and there is a lack of empirical research. Based on the research needs of practical teaching, this study explores the following three questions: (1) Can designing interdisciplinary thematic learning activities in information technology courses effectively enhance students' interdisciplinary literacy levels? (2) Can interdisciplinary thematic learning activities in information technology courses improve students' knowledge test scores in information technology courses? and (3) How do students feel about interdisciplinary thematic learning activities?\u003c/p\u003e"},{"header":"3. Research Design","content":"\u003cp\u003eBased on the research questions, this study proposes the following hypotheses: Compared to traditional teaching methods, interdisciplinary thematic learning activities will more effectively enhance students' interdisciplinary literacy levels and improve learning outcomes in information technology courses. The specific hypotheses are as follows: (1) Through the implementation of interdisciplinary thematic learning activities, the improvement in interdisciplinary literacy levels of students in the experimental class will be more significant than that of students in the control class; (2) Through the implementation of interdisciplinary thematic learning activities, students in the experimental class will perform better in knowledge tests than those in the control class; (3) Through the implementation of interdisciplinary thematic learning activities, students in the experimental class will have a significantly increased interest in interdisciplinary learning activities.\u003c/p\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e3.1Research Participants\u003c/h2\u003e\u003cp\u003eThis experiment was conducted in Middle School A in the northwest region of China. Two natural classes of seventh-grade students were randomly selected as research participants, with 55 students in the experimental class and 56 students in the control class. After communicating with the teachers, it was found that the two classes had similar entrance exam scores and classroom performance, and the gender ratio of students in both classes was also roughly equivalent. The study obtained consent from the school and students, and all collected data were used solely for research purposes.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Course Content\u003c/h2\u003e\u003cp\u003eThe experimental content was primarily based on the information technology textbook in Ningxia Autonomous Region and is integrated with the curriculum standards for the fourth stage (grades 7\u0026ndash;9) regarding the practice and exploration of the Internet of Things, Internet applications and innovation, and interdisciplinary themes. In the experimental class, three interdisciplinary thematic learning activities in information technology were conducted: \"Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts,\" \"Addressing Water Conservation from a Data Perspective,\" and \"Robot Car Racing.\" The specific disciplinary content is shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Meanwhile, the control class received conventional teaching.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eInterdisciplinary Thematic Learning Activity Content Table\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInterdisciplinary Thematic Learning Activity\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSubject\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSubject Content\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e\u003cb\u003eTracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInformation Technology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCharacteristics of information: definition, features, etc.; Information acquisition and processing: methods, tools; Information search: use of search engines, information retrieval, etc.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eChinese Language\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReading and appreciation: literary works appreciation, recitation of ancient poetry, etc.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHistory\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSensing history: exploring historical development and changes through various means; Prosperous Tang Dynasty: Tang Dynasty's colorful literature and art (Tang poetry)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGeography\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEarth's movements: rotation and revolution of the Earth\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e\u003cb\u003eAddressing Water Conservation from a Data Perspective\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInformation Technology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInternet applications and innovation: proficiently using various Internet tools for data search, selection, and effective management, contributing valuable data and resources, and creating personalized and innovative works.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMathematics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eData collection, organization, and description: data collection, systematic organization and description of data using statistical charts, averages, percentages, etc.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGeography\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLand and oceans: distribution of land and sea; impact of oceans on human production and life\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMorality and Rule of Law\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLegal education on environmental protection: understanding laws related to environmental protection and establishing an ecological civilization concept; Traditional Chinese culture education: understanding the Chinese concept of thrift and harmony\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e\u003cb\u003eRobot Car Racing\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInformation Technology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInternet of Things practice and exploration: designing a simple IoT system that can transmit data and perform basic control based on specific learning tasks and available experimental equipment. Programming to read and process data from IoT-enabled devices.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMathematics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNumbers and expressions: analyzing simple quantitative relationships in specific problems and representing them with algebraic expressions; finding necessary formulas based on specific problems through research.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePhysics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMechanical motion: using appropriate tools to measure length and time, estimating length and time based on life experience, describing the speed of object movement, and calculating speed\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"4. Research Methods","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e4.1Design Measurement Tools\u003c/h2\u003e\u003cp\u003e\u003cb\u003e(1) Interdisciplinary Literacy Level Measurement Scale\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe data on interdisciplinary literacy levels collected before and after the experiment were measured using the \"Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale.\" This scale was adapted from a mature questionnaire (Shen, 2023). The original scale was divided into two major sections: core literacy and interdisciplinary literacy. The interdisciplinary literacy section included 10 questions covering interdisciplinary thinking, questioning ability, problem analysis ability, conclusion explanation ability, creative thinking, and collaboration skills. This study retained the questions in the interdisciplinary literacy section and made moderate adaptations to the wording of the original scale without changing the dimensions of interdisciplinary literacy measured by the original scale.\u003c/p\u003e\u003cp\u003eThe original scale had a Cronbach's α coefficient of 0.837, a KMO value of 0.867, and a Bartlett's sphericity test P-value less than 0.05, indicating good reliability and validity. To ensure the credibility and effectiveness of the adapted scale, before formal distribution, two additional classes from the seventh grade (excluding the experimental and control classes) were randomly selected, and a total of 113 scales were distributed and fully recovered. Among them, 110 were valid, with a recovery rate of 100% and an effective rate of 97.3%. The reliability and validity of the scale were analyzed using SPSS 21 software, with results shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. The data in the table indicate that the Cronbach's α coefficient of the measurement scale used in this study was 0.854, higher than the commonly accepted threshold of 0.7, indicating high reliability and credibility. The KMO and Bartlett's tests were used to explore the distribution characteristics of the data and the correlation between items. The KMO value of the measurement scale used in this study was 0.868, between 0.8 and 0.9, indicating that the scale is suitable for factor analysis. The Bartlett's sphericity test P-value was less than 0.05, confirming the good validity of the measurement scale.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(2) Knowledge Test\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAfter all the courses were completed, a knowledge test was administered to both the experimental and control class students in the classroom using a paper-and-pencil format. The test questions were developed in accordance with the principles of question setting in the new curriculum standards, closely aligned with the core knowledge points of the course. Moreover, the test questions have undergone focused group discussions within the subject research and teaching community of information technology curriculum to ensure their quality and applicability. Considering the association and progressive nature of the knowledge content in Teaching Case 1 and Teaching Case 2, these two parts were combined into a complete set of test questions, while Teaching Case 3 had a separate set of test questions. All test papers were scored on a percentage basis.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(3) Student Interview Outline\u003c/b\u003e\u003c/p\u003e\u003cp\u003eBased on the non-cognitive development of students in interdisciplinary learning, an interview guide was developed to deeply understand the experimental class students' true feelings and opinions about information technology interdisciplinary learning activities. After all the experimental content was completed, A cohort of students from the experimental class were randomly selected for semi-structured interviews. The interview content mainly focused on students' interest in information technology courses, satisfaction with interdisciplinary learning activities, and suggestions after completing the three interdisciplinary learning activities.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Experimental Procedure\u003c/h2\u003e\u003cp\u003eThe entire experimental process lasted for approximately 12 weeks, with the specific procedure shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. In the first week, the \"Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale\" was used to conduct a pre-test on students in both the experimental and control classes. Over the next nine teaching weeks, the three junior high school information technology interdisciplinary thematic learning activity cases designed in this study were applied in the experimental class teaching, while the control class students received conventional teaching on the same knowledge content. In weeks 11 and 12, all students underwent post-assessment of interdisciplinary literacy levels and knowledge evaluation, followed by the implementation of aforementioned semi-structured interviews.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"5. Research Results and data Analysis","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Significance Test of Interdisciplinary Literacy Pre-test and Post-test Data Between the Experimental and Control Classes\u003c/h2\u003e\u003cp\u003e\u003cb\u003e(1) Significance Test of Pre-test Data\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIn the first week of the experiment, the \"Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale (see Appendix for complete proofs)\" was used to conduct a pre-test on students in both the experimental and control classes. The pre-test questionnaire was distributed, answered, and collected in the computer lab in electronic format. The experimental class distributed 55 scales, recollected 55 scales, and had 55 valid scales; the control class distributed 56 scales, recollected 56 scales, and had 56 valid scales. Both classes had a 100% recovery rate, indicating good sample quality. Using SPSS 21 software, an independent samples t-test was conducted on the total scores of interdisciplinary literacy in the pre-test between the experimental and control classes, with results shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eIndependent Samples t-test Analysis of Pre-test Scores on Interdisciplinary Literacy Between the Two Classes\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eClass\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSample N\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eDegrees of Freedom (df)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cem\u003ep-value\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eExperimental Class\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e37.42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.609\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1.828\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e109\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.615\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eControl Class\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e36.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.739\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, before the start of the teaching experiment, the mean and standard deviation of the scores on the \"Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale\" were similar for students in both the experimental and control classes. There was no significant difference in interdisciplinary literacy levels between the two classes before the teaching intervention (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05), indicating that the students in both classes had comparable interdisciplinary literacy levels.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(2) Significance Test of Post-test Data\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIn weeks 11 and 12, after all the teaching content was completed, the \"Junior High School Information Technology Interdisciplinary Literacy Level Measurement Scale\" was used again to conduct a post-test on students in both the experimental and control classes to assess the changes in their interdisciplinary literacy levels after a period of teaching intervention. The post-test was conducted using paper-based questionnaires distributed, answered, and collected in class. The experimental class distributed 55 scales, all of which were recollected and valid; the control class distributed 55 scales, recollected 55 scales, and had 55 valid scales. Both classes had a 100% recovery rate and validity rate. Using SPSS 21 software, an independent samples t-test was conducted on the total scores of interdisciplinary literacy in the post-test between the experimental and control classes, with results shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eIndependent Samples t-test Analysis of Post-test Scores on Interdisciplinary Literacy Between the Two Classes\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eClass\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSample N\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eDegrees of Freedom (df)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cem\u003ep-value\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eExperimental Class\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e42.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.697\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e7.051\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e108\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eControl Class\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e37.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.498\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, after participating in the three interdisciplinary thematic learning activities, the mean scores of the experimental and control class students were 42.05 and 37.85, respectively. The experimental class students performed significantly better in interdisciplinary literacy levels than the control class students. Notably, the standard deviation of the experimental class students' scores was 2.697, lower than the control class students' standard deviation of 3.498, indicating that the scores of the experimental class students were closer to the mean, further confirming the effectiveness of the teaching intervention. There was a significant difference in interdisciplinary literacy levels between the experimental and control class students (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). This indicates that compared to traditional teaching methods, interdisciplinary thematic learning activities can significantly enhance students' interdisciplinary literacy levels, verifying Hypothesis 1, which states that through the implementation of interdisciplinary thematic learning activities, the improvement in interdisciplinary literacy levels of students in the experimental class is more significant than that of students in the control class.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e5.2 Significance Test of Pre-test and Post-test Data on Interdisciplinary Literacy in the Experimental Class\u003c/h2\u003e\u003cp\u003eTo further verify the effectiveness of the teaching intervention, a paired samples t-test was conducted on the pre-test and post-test scores of interdisciplinary literacy in the experimental class using SPSS 21 software, with results shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePaired Samples t-test Analysis of Pre-test and Post-test Scores on Interdisciplinary Literacy in the Experimental Class\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eClass\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSample N\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eDegrees of Freedom (df)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cem\u003ep-value\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eExperimental Class\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e37.42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.609\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-7.322\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eControl Class\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e42.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.697\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the \u003cem\u003ep-value\u003c/em\u003e of the paired samples t-test for the pre-test and post-test data on interdisciplinary literacy levels in the experimental class was less than 0.001, indicating a significant difference. The mean score of the post-test (42.05) was higher than that of the pre-test (37.42), demonstrating that after participating in the interdisciplinary thematic learning activities, the interdisciplinary literacy levels of students in the experimental class improved significantly overall.\u003c/p\u003e\u003cp\u003eTo further explore which specific aspects of interdisciplinary literacy levels in the experimental class improved significantly, a paired samples t-test was conducted on the scores of each question in the pre-test and post-test, with results shown in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePaired Samples t-test Analysis of Pre-test and Post-test Scores on Each Question of Interdisciplinary Literacy in the Experimental Class\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuestion\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test/Post-test\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSample N\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003et-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDegrees of Freedom (df)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u003cem\u003ep-value\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ1\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.854\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-4.814\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.505\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ2\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.771\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-4.864\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.560\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ3\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.809\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-4.759\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.593\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ4\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.84\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.856\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-2.345\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.023\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.611\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ5\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.944\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-4.579\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.584\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ6\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.907\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-2.025\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.048\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.60\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.807\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ7\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.69\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.836\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-2.334\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.023\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.823\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ8\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.962\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-2.135\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.037\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.803\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ9\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.00\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.720\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-0.840\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.404\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.721\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ10\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.705\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-3.786\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.596\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, among the 10 questions in the interdisciplinary literacy level measurement scale, the post-test scores of 9 questions in the experimental class were significantly higher than the pre-test scores (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05), and the mean scores of all 10 questions in the post-test were higher than those in the pre-test, indicating a significant improvement in interdisciplinary literacy levels. Specifically, Question 9, \"When facing complex problems, I do not limit myself to established methods but integrate my knowledge to create new solutions,\" aims to assess students' creative thinking abilities. The lack of significant change in scores for this question may be due to the fact that students have also developed similar skills in other courses or disciplines.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e5.3 Significance Test of Pre-test and Post-test Data on Interdisciplinary Literacy in the Control Class\u003c/h2\u003e\u003cp\u003eUsing SPSS 21 software, a paired samples t-test was conducted on the pre-test and post-test scores of interdisciplinary literacy levels in the control class, with results shown in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePaired Samples t-test Analysis of Pre-test and Post-test Scores on Interdisciplinary Literacy in the Control Class\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSample N\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eDegrees of Freedom (df)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cem\u003ep-value\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003ePre-test\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e36.13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.772\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-2.840\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.006\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003ePost-test\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e37.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.498\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, there was a significant difference in interdisciplinary literacy levels between the pre-test and post-test scores of the control class students (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Although the control class students did not participate in interdisciplinary thematic learning activities, their overall literacy levels improved after several months of learning in other subjects.\u003c/p\u003e\u003cp\u003eTo further verify the differences between the control and experimental class students after the teaching intervention, a paired samples t-test was conducted on the scores of each question in the pre-test and post-test of the control class, with results shown in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePaired Samples t-test Analysis of Pre-test and Post-test Scores on Each Question of Interdisciplinary Literacy in the Control Class\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuestion\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test/Post-test\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSample N\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003et-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDegrees of Freedom (df)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u003cem\u003ep-value\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ1\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.674\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-2.036\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.047\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e4.16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.739\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ2\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.737\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-1.267\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.211\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.87\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.668\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ3\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.838\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-0.582\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.563\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.650\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ4\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.809\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-1.295\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.201\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.727\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ5\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.791\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-1.659\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.103\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.73\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.622\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ6\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.900\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-0.774\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.442\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1.134\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ7\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.60\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.760\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-1.134\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.262\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.673\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ8\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.836\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-1.067\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.291\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.944\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ9\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.60\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.852\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-0.880\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.383\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.73\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.757\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eQ10\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.744\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-1.628\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.109\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.96\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.719\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e, among the 10 questions in the interdisciplinary literacy level measurement scale, the post-test scores of 9 questions in the control class were not significantly different from the pre-test scores (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Although the total scores of interdisciplinary literacy levels showed a significant difference between the pre-test and post-test, it is insufficient to conclude that the interdisciplinary literacy levels of the control class students improved without participating in interdisciplinary thematic learning activities. Therefore, it can be concluded that Hypothesis 1 of this study is valid, i.e., after conducting interdisciplinary thematic learning activities, the improvement in interdisciplinary literacy levels of students in the experimental class is more significant than that of students in the control class.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e5.4 Comparison of Test Scores between the Experimental and Control Classes.\u003c/h2\u003e\u003cp\u003eStudents' learning quality is reflected in their knowledge test scores, which can also indicate the practical effectiveness of interdisciplinary thematic learning activities to some extent. Both the experimental and control class students were new seventh-grade students who were exposed to the seventh-grade teaching content for the first time. No significant differences were found in their learning of information technology courses during the initial interviews with the teachers and classroom observations. Therefore, to ensure the fairness and accuracy of the evaluation, the same test papers were used to assess both the experimental and control classes after all the teaching content was completed. This study designed two knowledge tests. Knowledge Test 1 aimed to assess the learning outcomes of the \"Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts\" and \"Addressing Water Conservation from a Data Perspective \" cases. Since these two cases shared common knowledge points, one test paper was used for evaluation. Knowledge Test 2 aimed to assess the learning effectiveness of the \"Robot Car Racing\" case. The knowledge tests were conducted using paper-based questionnaires distributed, answered, and collected in class. The experimental class distributed 55 test papers, all of which were recovered and valid; the control class distributed 55 test papers (1 student was absent), recovered 55 papers, and had 54 valid test papers. Both classes had a 100% recovery rate, with validity rates of 100% and 98.2%, respectively, indicating good sample quality.\u003c/p\u003e\u003cp\u003eThe test score data of the experimental and control classes were organized and analyzed as shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eData Analysis of Test Scores between the Experimental and Control Classes\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTest\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eClass\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNumber of Students\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMean Score\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eMaximum Score\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMinimum Score\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eKnowledge Test 1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExperimental Class\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e81.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e12.46\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e100\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e53\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eControl Class\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e73.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e13.40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e95\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eKnowledge Test 2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExperimental Class\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e65.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e17.83\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e100\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eControl Class\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e48.70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e19.04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eBased on the data analysis in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e, the experimental class students scored higher than the control class students in both tests. The highest and lowest scores in both tests were also higher in the experimental class than in the control class, confirming the effectiveness of the teaching intervention in knowledge acquisition. Additionally, the standard deviations of the experimental class were lower than those of the control class, indicating that compared to the control class, the experimental class students had less dispersion in their test scores, meaning that most students' scores were closer and more stable. In summary, interdisciplinary thematic learning activities showed a clear advantage in deepening students' understanding of knowledge and improving learning outcomes compared to conventional teaching. Therefore, Hypothesis 2 of this study is valid, i.e., after conducting interdisciplinary thematic learning activities, the experimental class students performed better in knowledge tests than the control class students.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e5.5 Student Interview Analysis\u003c/h2\u003e\u003cp\u003eA random sampling method was used to select 5 students from the experimental class for semi-structured interviews based on the prepared interview guide. The analysis of the interview results aimed to understand the experimental class students' true feelings and evaluations of interdisciplinary learning activities in junior high school information technology courses, and to explore their interest in interdisciplinary learning activities, providing references for future interdisciplinary learning activities in information technology.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(1) Increased Interest in Information Technology Courses\u003c/b\u003e\u003c/p\u003e\u003cp\u003eInterviewees generally indicated that their interest in information technology courses had increased further through interdisciplinary thematic learning activities. They gained a new understanding of information technology courses, realizing that these courses are not just about computer operations but also about cultivating problem-solving mindsets and innovative thinking. Student 2 said, \u0026lsquo;My interest in information technology courses has grown stronger. Through this semester's learning, I have not only acquired more knowledge but also learned how to apply information technology to real-life situations and solve practical problems, making the course very interesting and practical.\u0026rsquo;\u003c/p\u003e\u003cp\u003e\u003cb\u003e(2) Preference for Themes Related to Real-life Problems\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWhen asked which of the three interdisciplinary learning activities they were most interested in, although different students had different preferences, the theme \"Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts\" was favored overall due to its integration of traditional culture and connection to real life. Student 1 said, \u0026lsquo;I am most interested in the first one ('Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts') because it not only taught me about the traditional culture of the Mid-Autumn Festival but also showed me how to use information technology to search for and organize this information.\u0026rsquo; Student 3 added, \u0026lsquo;I am most interested in the Mid-Autumn Festival theme because it allowed me to delve deeper into the traditional culture and history of the festival through information technology. This interdisciplinary learning approach made learning enjoyable.\u0026rsquo; Meanwhile, \"Robot Car Racing\" was also popular among some students due to its combination of programming and practical racing problems. Student 4 said, \u0026lsquo;I am most interested in 'Robot Car Racing' because it gave me the opportunity to program and control the robot cars in a race. It not only improved my hands-on skills but also allowed me to experience the charm of technology.\u0026rsquo; Overall, students gave high evaluations of all three interdisciplinary learning activities, showing particular interest in themes closely related to real-life and practical value.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(3) Recognition of the Universal Connection between Information Technology and Other Disciplines\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAll interviewed students acknowledged that interdisciplinary learning activities in information technology are universally connected to their daily lives and other disciplines, promoting learning in these areas. In terms of connection to daily life, student 5 cited the example of \" Addressing Water Conservation from a Data Perspective \" \u0026lsquo;It is related to my daily life. ' I did not only learned how to collect and analyze data but also realized that the available freshwater resources on Earth are limited, reminding me to conserve water in my daily life.\u0026rsquo; Regarding connections to other disciplines, students generally reported that interdisciplinary learning activities deepened their understanding and grasp of knowledge in other subjects such as mathematics, Chinese language arts, and geography, and positively impacted their learning in these disciplines. Student 3 said, \u0026lsquo;The learning content is closely related to other disciplines like mathematics, Chinese language arts, and geography, allowing me to understand the knowledge in these subjects more deeply.\u0026rsquo;\u003c/p\u003e\u003cp\u003e\u003cb\u003e(4) Improvements in Multiple Aspects through Interdisciplinary Learning\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWhen asked about the areas in which they had improved through learning, students provided different answers. Student 1 said, \u0026lsquo;I have learned to use my knowledge to solve problems in daily life.\u0026rsquo; Student 2 said, \u0026lsquo;My hands-on skills have improved, and I have learned to think about problems from different perspectives.\u0026rsquo; Student 3 said, \u0026lsquo;I have learned to collaborate with classmates to complete tasks.\u0026rsquo; Student 4 said, \u0026lsquo;I have learned to program robot cars for racing and collect and analyze data to solve problems.\u0026rsquo; Student 5 said, \u0026lsquo;I have made significant improvements in problem-solving and teamwork.\u0026rsquo; Overall, through interdisciplinary thematic learning activities, students improved in multiple aspects, including innovative thinking, problem-solving skills, and teamwork abilities.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(5) Students' Suggestions and Expectations\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWhen discussing suggestions or expectations for future interdisciplinary learning activities, students' responses mainly focused on the selection of themes, the types of disciplines involved, and the length of class hours. Students look forward to future courses covering more themes closely related to real life, such as artificial intelligence. At the same time, they hope that the courses can involve a greater variety of disciplines, such as integrating subjects like art and music into interdisciplinary learning activities in information technology. In terms of class duration, students expect that interdisciplinary thematic learning activities will continue in subsequent semesters to allow them to engage in practical exploration.\u003c/p\u003e\u003cp\u003eIn summary, it can be concluded that after conducting interdisciplinary thematic learning activities, the interest of students in the experimental class in these activities increased significantly, confirming Hypothesis 3.\u003c/p\u003e\u003c/div\u003e"},{"header":"6. Discussion","content":"\u003cp\u003eThis study implemented interdisciplinary thematic learning activities in junior high school information technology courses to explore their impact on students' interdisciplinary knowledge literacy levels, subject test scores, and interest in interdisciplinary learning activities. The results indicate that interdisciplinary thematic learning activities have had positive effects on students' learning and development in multiple aspects. These findings provide important theoretical and practical support for the reform of information technology curricula.\u003c/p\u003e\u003cp\u003eFirstly, The results of this study clearly demonstrate that interdisciplinary thematic learning activities significantly enhance students' interdisciplinary literacy levels. The experimental class, which participated in these activities, showed a marked improvement in their ability to integrate knowledge from multiple disciplines to solve real-world problems, as evidenced by their higher scores in the post-test compared to the control class. This improvement was particularly evident in areas such as interdisciplinary thinking, problem analysis, and collaboration skills. The findings suggest that these activities effectively promote a deeper understanding of how different disciplines can be interconnected and applied to solve complex problems. This aligns with the broader educational goals of fostering critical thinking and problem-solving abilities in students.\u003c/p\u003e\u003cp\u003eSecondly, the study also found that students in the experimental class performed better in knowledge tests compared to their counterparts in the control class. This indicates that interdisciplinary thematic learning activities not only improve students' ability to think across disciplines but also deepen their understanding of core information technology concepts. The activities appear to facilitate a more comprehensive learning experience by integrating real-world applications and problem-solving scenarios, making the learning process more engaging and effective. This finding supports the notion that interdisciplinary learning can lead to better academic outcomes by providing students with a more holistic understanding of the subject matter.\u003c/p\u003e\u003cp\u003eThirdly, the qualitative data from student interviews further revealed that interdisciplinary thematic learning activities significantly increased students' interest in information technology courses. Students expressed a greater appreciation for the practical applications of information technology and felt more motivated to participate in learning activities. The integration of real-life themes and hands-on projects, such as \"Tracing the Mid-Autumn Festival: An Exploration of the Festival through Informational Contexts\" and \"Robot Car Racing,\" made the learning experience more relevant and enjoyable for students. This increased engagement is crucial for fostering a positive attitude towards learning and can have long-term benefits for students' educational trajectories.\u003c/p\u003e\u003cp\u003eIn conclusion, this study underscores the importance of interdisciplinary thematic learning activities in promoting students' interdisciplinary literacy, improving their knowledge acquisition, and increasing their interest in learning. By integrating real-world applications and fostering a collaborative learning environment, these activities can significantly enhance the educational experience for students. Future research should continue to explore the potential of interdisciplinary learning to address the evolving needs of modern education. While this study provides compelling evidence for the benefits of interdisciplinary thematic learning activities, it also has some limitations. The study was conducted in a specific region of China, and the results may not be generalizable to other educational contexts. Future research should explore the effectiveness of these activities in diverse settings to validate the findings. Additionally, the study focused on the short-term impact of the activities; further research is needed to examine their long-term effects on students' academic and personal development. Finally, future studies could investigate the role of technology in enhancing interdisciplinary learning and explore innovative approaches to integrating technology into the classroom to support these activities.\u003c/p\u003e"},{"header":"7. Research Findings","content":"\u003cp\u003eThis study implemented interdisciplinary thematic learning activities in junior high school information technology courses and conducted both quantitative and qualitative analyses of the teaching intervention's effectiveness. The results indicate that after the implementation of interdisciplinary thematic learning activities, students in the experimental class showed a significant improvement in interdisciplinary literacy levels compared to those in the control class. They also performed better in knowledge tests and had a significantly increased interest in interdisciplinary learning activities. The following conclusions were drawn:\u003c/p\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e7.1 Interdisciplinary Thematic Learning Activities Promote Interdisciplinary Literacy\u003c/h2\u003e\u003cp\u003eBoth the experimental and control classes underwent pre-test and post-test assessments of interdisciplinary literacy levels. The post-test data of the experimental and control classes, as well as the pre-test and post-test scores of the experimental class and the pre-test and post-test scores of the control class, were subjected to difference tests. The experimental data analysis showed that after conducting interdisciplinary thematic learning activities, students' interdisciplinary literacy levels improved significantly. These activities were particularly effective in promoting students' interdisciplinary thinking, problem analysis abilities, conclusion explanation abilities, questioning abilities, and collaboration skills.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e7.2 Interdisciplinary Thematic Learning Activities Enhance Participation in Information Technology Courses\u003c/h2\u003e\u003cp\u003eTraditional information technology courses often focus on skill transmission while neglecting students' interest and participation in the course. Many students may regard information technology courses as mere \"leisure\" or \"gaming\" classes, failing to recognize the significant value of information technology in modern society and thus not giving it sufficient attention. The analysis of the experimental results in this study shows that interdisciplinary thematic learning activities enhance the connection between information technology course content and real life by introducing content and methods from other disciplines. This approach increases the attractiveness and interest of information technology courses. When students use information technology knowledge and skills to solve interdisciplinary problems, they gain a deeper understanding of the importance and practicality of information technology. This problem-oriented learning method improves students' participation in learning and further increases their interest in information technology courses.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e\u003cb\u003e7.3 Interdisciplinary Thematic Learning Activities Improve Students' Abilities to Solve Real-world Problems\u003c/b\u003e\u003c/h2\u003e\u003cp\u003eThe exploration and practice in this study reveal that interdisciplinary thematic learning activities aim to solve problems in real contexts, with practical inquiry as an important path. In the process of solving real-world problems, students need to consider not only how to apply their multidisciplinary knowledge but also the context of the problem, influencing factors, and possible solutions. This learning process not only enhances students' understanding of the problem but also teaches them how to identify, analyze, and solve problems through practical inquiry. These skills are crucial for their future learning and life. Additionally, interdisciplinary thematic learning activities can cultivate students' innovative and critical thinking, enabling them to approach real-world problems from different perspectives, seek diverse solutions, and thus gain a more comprehensive understanding of the problem and a deeper understanding of the world.\u003c/p\u003e\u003c/div\u003e"},{"header":"8. Future Research","content":"\u003cp\u003eThe compulsory education curriculum standards in China clearly highlight the importance of interdisciplinary thematic learning. However, research on this topic is still in its infancy, with no established theoretical system and a lack of theoretical guidance for practical applications. It is hoped that more related studies will emerge in the future to provide theoretical support and practical guidance to promote the in-depth development of interdisciplinary thematic learning in compulsory education in China and ultimately achieve the goal of truly developing students' core literacy.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eEthical approval\u003c/h2\u003e\n\u003cp\u003eThe questionnaire and methodology for this study were granted ethics approval (Ethics approval number: NXNU-Edu-ICT-2024-001)\u003c/p\u003e\n\u003ch2\u003eInformed consent\u003c/h2\u003e\n\u003cp\u003eIn this study, freely given informed consent to participate in the research was obtained from the participants and their parents and will be presented in manuscript form upon request.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eAn and Hou and Liu wrote the main manuscript text, An prepared figures ,Hou translated the article,All authors reviewed the manuscript.\u0026quot;After discussion, Hou and An will be co-first authors, and Liu will be the corresponding author.\u003c/p\u003e\n\u003ch2\u003eData Availability\u003c/h2\u003e\n\u003cp\u003ehttps://www.wjx.cn/vm/weYUGjL.aspx# https://www.wjx.cn/vm/h6bbo88.aspx#\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eCui Yunhuo \u0026amp; Guo Hongrui. (2023). Interdisciplinary Thematic Learning：An Attempt to Construct the Curriculum Discourse. \u003cem\u003eEducational Research\u0026nbsp;\u003c/em\u003e(10),44-53.\u003c/li\u003e\n \u003cli\u003eEducation Scotland. Interdisciplinary Learning: Ambitious Learning for an Increasingly Complex World [EB/OL]. https://education.gov.scot/media/mkomulen/interdisciplinary-learning-thought-paper.\u003c/li\u003e\n \u003cli\u003eHe, M., Ratanaolarn, T., \u0026amp; Sitthiworachart, J. (2024). Design and implementation of online gaming for learning motivation and achievement improvement in computer information technology curriculum.\u003cem\u003e\u0026nbsp;Computer-Aided Design and Applications,\u003c/em\u003e 21(s5).\u003c/li\u003e\n \u003cli\u003eLamain, C., Brugman, S., Boes, M., Schoevaars, C., Tetteroo, D., Veldhuizen, M. D., ... \u0026amp; Duncan, J. (2024). 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Master\u0026apos;s Degree. https://link.cnki.net/doi/10.27410/d.cnki.gxbfu.2022.001300doi:10.27410/d.cnki.gxbfu.2022.001300.\u003c/li\u003e\n \u003cli\u003eYeni, S., Grgurina, N., Saeli, M., Hermans, F., Tolboom, J., \u0026amp; Barendsen, E. (2024). Interdisciplinary integration of computational thinking in K-12 education: A systematic review. \u003cem\u003eInformatics in Education\u003c/em\u003e, 23(1), 223-278.\u003c/li\u003e\n \u003cli\u003eYang, H., Zhang, Q., \u0026amp; Shen, M. (2024). The Practice and Research of Junior High School Information Technology Project-Based Learning Based on Stem Education Concept.\u003cem\u003e\u0026nbsp;International Journal of Technology in Education and Science\u003c/em\u003e, 8(1), 63-74.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Interdisciplinary Thematic Learning, Information Technology, Classroom pedagogy","lastPublishedDoi":"10.21203/rs.3.rs-6616026/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6616026/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eInterdisciplinary thematic learning is an important aspect of curriculum reform in the compulsory education stage in China. The comprehensive and practical nature of information technology courses highlights their advantages in conducting interdisciplinary thematic learning activities. However, the practical effects of such activities in information technology courses need further exploration. This study designed and implemented interdisciplinary thematic activities in junior high school information technology courses, using quasi-experimental methods. The study involved 111 seventh-grade students from a middle school in the northwest region of China. Over a 12-week practice teaching period, the study systematically examined the effects of these activities on the development of students' interdisciplinary literacy. The results showed that compared to traditional teaching methods, the implementation of interdisciplinary thematic learning activities significantly improved students' interdisciplinary literacy levels, enhanced their performance in knowledge tests, and increased their interest in interdisciplinary learning activities. The study provides empirical support for the effectiveness of interdisciplinary thematic learning activities in information technology classrooms and offers references for their application in educational practice.\u003c/p\u003e","manuscriptTitle":"A Study on the Application of Interdisciplinary Thematic Learning Activities in Junior High School Information Technology Classrooms","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-24 17:03:08","doi":"10.21203/rs.3.rs-6616026/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6f7c8c16-aec8-4317-a8da-0bd56a4e48a0","owner":[],"postedDate":"July 24th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":51941812,"name":"Social science/Education"},{"id":51941813,"name":"Social science/Science technology and society"}],"tags":[],"updatedAt":"2025-12-08T14:39:08+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-24 17:03:08","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6616026","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6616026","identity":"rs-6616026","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}