Integrated STEM education and constructivist teaching did not differ significantly on one-year academic achievement permanence, with higher means in the STEM group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the AAT permanence test administered one year later, the integrated STEM group averaged 11.86 versus 9.50 for the control group, with no significant difference (p = 0.124). → Sarican 2018

Evidence¶

Sarican 2018¶

Sarican, G., Akgunduz, D. (2018). The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. Cypriot Journal of Educational Sciences, 13(1), 94-113. https://eric.ed.gov/?id=EJ1196043

q2 · i? · causal · r2

Independent t-test on AAT permanence-test scores one year after the last test in the 44-student quasi-experiment: t = −1.569, p = 0.124. The article states "the group with integrated STEM education received higher scores than the constructivist approach group" but the difference was not significant.

"Since the p value was 0.124 ( p > 0.05), there was no significant difference between the two groups’ AAT PT scores."

Discussion¶

Related Claims¶

• Integrated STEM education raised academic achievement post-test means above constructivist teaching but not significantly in 6th-grade science — related
• Integrated STEM education and constructivist teaching did not differ significantly on one-year permanence of reflective thinking skills towards problem solving — related
• Within the integrated STEM group, academic achievement declined significantly from post-test to one-year permanence test, while the control group's decline was not significant — related
• Neither group showed a significant change in reflective thinking skills towards problem solving from post-test to one-year permanence test — related