Integrated STEM education raised academic achievement post-test means above constructivist teaching but not significantly in 6th-grade science¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Sixth graders taught with integrated STEM education scored higher on the academic achievement post-test (mean 14.23 vs 12.50) than constructivist-taught peers, but the difference was not statistically significant (p > 0.05). → 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 · r1

Quasi-experimental pre-test–post-test control-group study of 44 6th graders (22 per group); independent t-test on AAT post-test gave t = −1.377, p = 0.176, with means 12.50 (CG) and 14.23 (EG). The article states "Integrated STEM education increases the academic achievement averages more than the constructivist approach, but this does not make a meaningful difference."

"Integrated STEM education increases the academic achievement averages more than the constructivist approach, but this does not make a meaningful difference."

Discussion¶

Related Claims¶

• Integrated STEM education and constructivist teaching did not differ significantly on one-year academic achievement permanence, with higher means in the STEM group — related
• ICT-supported short narratives produced higher post-test achievement than regular curriculum instruction in 6th-grade Force and Motion — related
• Technology-supported teaching of global-education attainments produced higher post-test academic achievement than teacher-centered direct instruction in 6th-grade social studies — related