A Meta-analysis of Studies on the Effects of Active Learning on Asian Students' Performance in Science, Technology, Engineering and Mathematics (STEM) Subjects

Ting, Fridolin Sze Thou; Shroff, Ronnie H.; Lam, Kok Wai; Garcia, Raycelle C. C.; Chan, Chi Lok; Tsang, Wing Pui; Ezeamuzie, Ndudi O.

doi:10.1007/s40299-022-00661-6

Cited by 12 publications

(10 citation statements)

References 28 publications

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“…The research by Howe et al [35], Thurston et al [36], Gillies, Nichols, and Burgh [37], Ting et al [38], and Nugroho, Suranto, and Masykuri [39] highlight the academic and dialogic benefits that students achieve when they have opportunities to participate in inquiry-based tasks in science in comparison to peers who learn through traditional transmission approaches.…”

Section: Discussionmentioning

confidence: 99%

“…Ting et al [38] reported on a meta-analysis of the effects of active learning (i.e., collaborative learning, discovery learning, experiential learning, group inquiry-based learning, problem-based learning, and activity-based learning) on Asian students' performance in science, technology, engineering, and mathematics (STEM) subjects. A main criterion for inclusion was Asian students' experience with an active learning experience in comparison to traditional, didactic lecture-based pedagogy.…”

Section: Inquiry-based Science and Cooperative Learningmentioning

confidence: 99%

“…A main criterion for inclusion was Asian students' experience with an active learning experience in comparison to traditional, didactic lecture-based pedagogy. All the active learning approaches were defined as "any instructional method that engages learners in their own learning process through their active involvement in class" ( [38], p. 381). Forty-four studies met the criteria for inclusion in the meta-analysis.…”

Section: Inquiry-based Science and Cooperative Learningmentioning

confidence: 99%

“…al. [38] concluded that by changing traditional learning to active, learnercentred, inquiry-based, and collaborative approaches, Asian students became fully engaged and found learning more relevant to their needs. "The deep learning process that results from this active learning instructional approach as opposed to the passive and rote learning approach, ultimately leads to higher order learning, meaningful learning outcomes and enhanced academic performance" ( [38], p. 389).…”

Section: Inquiry-based Science and Cooperative Learningmentioning

confidence: 99%

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Using Cooperative Learning to Enhance Students’ Learning and Engagement during Inquiry-Based Science

Gillies

2023

Education Sciences

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Much attention over the last two decades has been given to inquiry-based learning in science as a way of capturing students’ interest and participation in learning. However, while the research on inquiry-based learning consistently demonstrates that students do attain higher learning outcomes than peers who are taught by traditional transmission approaches, little research has been attached to researching the key elements of this approach that contribute to its success. This review focuses on the role of inquiry-based learning where students work in cooperative groups to investigate topics that challenge their curiosity, encouraging them to ask questions to clarify their understandings, evaluate evidence that may help to explain phenomena, and predict potential solutions to the problems at hand. The key role teachers play in inducting students into ways of thinking and reasoning and providing opportunities for them to work with others in the context of inquiry-based learning will also be discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Inquiry-based Science and Cooperative Learningmentioning

confidence: 99%

Section: Inquiry-based Science and Cooperative Learningmentioning

confidence: 99%

Section: Inquiry-based Science and Cooperative Learningmentioning

confidence: 99%

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Using Cooperative Learning to Enhance Students’ Learning and Engagement during Inquiry-Based Science

Gillies

2023

Education Sciences

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“…STEM-oriented learning will form students' character who can recognize a concept or knowledge (science) and apply it with the skills (technology) (Jamaludin & Hung, 2017;Wai et al, 2010). STEM encourages students to master or design a method (engineering) by analyzing and calculating mathematical data (mathematics) to solve a problem (Rizaldi et al, 2020;Ting et al, 2022). STEM implementation can have a positive impact on learning, especially in improving student learning outcomes in science and technology (Hanif et al, 2019;Widiyanti et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Assessment Instruments of STEM Project-Based Learning on Statistical Materials

Ferdiani

2022

Indonesian J. Educ. Res. Rev.

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Most students do not have the skills to use information, so the information is less applicable in everyday life, and can even hurt students. This is a challenge for teachers in this era. One of the learning models that can be used to face challenges in the era of the industrial revolution 4.0 is Project-Based Learning. Therefore the purpose of this study was to analyse the feasibility, practicality, and effectiveness of the STEM project-based learning assessment instrument. The research development model used in this research is ADDIE model. The subjects of this research are two class of junior high school namely class VIII A and class VIII B which will be doing a broad field test. The data collected consists of two kinds, Qualitative and Quantitative. The data collection instrument to be carried out is divided into three category including, 1) product feasibility assessment instrument, 2) product practicality instrument 3) product effectiveness instrument. The result concluded that the STEM Project Based Learning-based learning assessment instrument developed by the researcher was declared "very feasible" category. The STEM project based learning assessment instrument developed by the researcher included in the "Very Practical" category and the large group test questionnaire score for 27 students of class VIIIB were included in the "Very Practical" category. The STEM Project-Based Learning assessment instrument developed by the researchers obtained the results of small group trials including in the "Very Effective" category.

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Promoting inclusivity in education amid the post-COVID-19 challenges: An interval-valued fuzzy model for pedagogy method selection

Al-Gerafi,

Goswami,

Sahoo

et al. 2024

The International Journal of Management Education

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A Meta-analysis of Studies on the Effects of Active Learning on Asian Students' Performance in Science, Technology, Engineering and Mathematics (STEM) Subjects

Cited by 12 publications

References 28 publications

Using Cooperative Learning to Enhance Students’ Learning and Engagement during Inquiry-Based Science

Using Cooperative Learning to Enhance Students’ Learning and Engagement during Inquiry-Based Science

Assessment Instruments of STEM Project-Based Learning on Statistical Materials

Promoting inclusivity in education amid the post-COVID-19 challenges: An interval-valued fuzzy model for pedagogy method selection

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