A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education

Öztop, Feyyaz

doi:10.17509/jsl.v6i2.52316

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…This study is a meta-analysis study. Meta-analysis is a type of research that collects and analyzes previous studies that can be analyzed quantitatively (Öztop, 2023;Hidayah et al, 2023;Taşdemir, 2022;Suharyat , et al, 2022;Santosa et al, 2021;Oktarina et al, 2021). The meta-analysis aims to determine the effect of flipped classroom on students' critical thinking skills.…”

Section: Methodsmentioning

confidence: 99%

The Effect of Flipped Classroom Size on Students' Critical Thinking Abilities

Solissa,

Triyono,

Harahap

et al. 2023

edumaspuljr

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purpose of this research is to determine the effect of flipped classroom size on students' critical thinking abilities. This type of research is meta-analysis. The data source comes from an analysis of 12 national and international journals published in 2018-2023. Data source search process via Google Scholar; ERIC, ScienceDirect, Wiley; ProQuest, DOAJ and EBSCO. Data selection using the PRISMA method consists of identification, screening, eligibility and inclusion. These findings conclude that the flipped classroom has a positive influence on students' critical thinking skills with a summary effect size value ( rRE= 0.799). The flipped classroom has a moderate influence on students' critical thinking abilities at school

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Section: Methodsmentioning

confidence: 99%

The Effect of Flipped Classroom Size on Students' Critical Thinking Abilities

Solissa,

Triyono,

Harahap

et al. 2023

edumaspuljr

View full text Add to dashboard Cite

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Are Digital Tools More Often Implemented in High-Quality Lessons?—Profiles of Instructional Quality and the Use of Digital Tools in Biology and Mathematics Lessons

Meuleners,

Lindermayer,

Traub

et al. 2024

Int J of Sci and Math Educ

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The potential contribution of digital tools to quality instruction is a widely debated issue in STEM education. As a first step to investigate this potential, it is necessary to understand how instructional quality and digital tool use are interrelated. Although previous research generally hinted that instructional quality and the use of digital tools are related, it is unclear how these relations are specific to different STEM subjects. Addressing this research gap, we compared the association between instructional quality and the use of digital tools in biology (Study 1) and mathematics lessons (Study 2) based on the questionnaires answered by N = 2,396 eight-grade students at German secondary schools. On the basis of Latent Profile Analyses of instructional quality features considering both their class-level and their within-class variability, the use of digital tools was compared for the profiles of instructional quality identified for biology and mathematics lessons. Study 1 showed, that the three profiles in biology significantly differed in their use of digital tools, whereas this was not the case with the four profiles identified in mathematics (Study 2). In biology, digital tools had been more often implemented in high-quality than in low-quality lessons. But there was no such difference in mathematics. It was conspicuous that students in biology lessons reported overall more digital tool use than in mathematics. Despite several similarities between STEM subjects, the results suggest that a subject-specific perspective on instructional quality and the use of digital tools is beneficial for a more nuanced approach to teacher training.

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A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education

Cited by 2 publications

References 32 publications

The Effect of Flipped Classroom Size on Students' Critical Thinking Abilities

The Effect of Flipped Classroom Size on Students' Critical Thinking Abilities

Are Digital Tools More Often Implemented in High-Quality Lessons?—Profiles of Instructional Quality and the Use of Digital Tools in Biology and Mathematics Lessons

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