The Effects of STEM Education on Students’ Academic Achievement In Science Courses: A Meta-Analysis

Abstract

In this research, a meta-analysis was conducted to find out the effect level of STEM education on students' academic achievement in science courses. Scientific studies which were conducted and published in Turkey between January 2018 and March 2020 were reviewed in the research. As a result of the literature review, 54 studies that were suitable for the purpose of the study were reached. In analyses conducted with a statistical analysis program, effect levels were compared in terms of subject area and number of participants in addition to approaches/method used. According to the results of this research, it was concluded that STEM education was more effective in increasing students' achievement in science courses when compared with teacher-centred teaching methods. According to the results examined according to other variables discussed in the research, significant difference was found in terms of the year in which the study was conducted, the researcher's job, application period of the study and the number of participants. According to the results of the examined variables, the largest effect size was found in the field of biology, at high school level, doctoral publications, in researchers who were teachers, with 81 and above participants, in studies conducted in 2019.

Trends, Opportunities, and Pipelining in Preschool STEM Education: A Scoping Review

“…In today's modern, digitalized, and unpredictable world where knowledge changes faster than educational systems, STEM skills are perceived as the key to innovatively solving the problems of contemporary life, overcoming social and economic disparity, and achieving sustainable living (Karaşah Çakıcı et al, 2021;Jang, 2016). STEM is an interdisciplinary approach that helps students understand the concepts and contents that form the related fields based on daily-life problems.…”

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

“…It is striking that there are synthesis studies examining the studies on STEM education in the literature. Some researchers have done a review the general trend of STEM education studies (Farwati et al, 2021;Nuraeni, Malagola, Pratomo & Putri, 2020;Nurwahyunani, 2021;Ormanci, 2020;Saputri & Herman, 2022;Sarıca, 2020;Setyaningsih, Ahmad, Adnan & Anif, 2021;Wardani & Ardhyantama, 2021;Zulaikha, Jumadi, Mardiani & Lutfia, 2021) and some researchers have examined the effect of STEM education on various learning outcomes by meta-analysis method (Amin, Ibrahim & Alkusaeri, 2022;Ananda & Salamah, 2021;Ayverdi & Aydın, 2020;Güder, Demir & Özden, 2022;Izzah, Asrizal & Festiyed, 2021;Jannah, Lufri, Asrizal & Putra, 2022;Karaşah-Çakıcı, Kol & Yaman, 2021;Kasuma, Asrizal & Usmeldi, 2022;Kazu & Kurtoglu Yalcin, 2021;Santosa et al, 2021;Saraç, 2018;Taşdemir, 2022;Triani, Asrizal & Usmeldi, 2022;Yücelyiğit & Toker, 2021). In addition, it is seen that synthesis research on digital technology-assisted STEM education studies is also carried out in the literature.…”