STEM education combined with a mastery learning approach produced the largest effect on learning achievement (g = 2.09)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Among the teaching-learning approaches examined, STEM with mastery learning had the largest effect size on learning achievement (g = 2.09, p < 0.01). → Mustafa Çevik 2022

Evidence¶

Mustafa Çevik 2022¶

Mustafa Çevik, Büşra Bakioğlu. (2022). The Effect of STEM Education Integrated into Teaching-Learning Approaches (SEITLA) on Learning Outcomes: A Meta-Analysis Study. International Journal of Progressive Education, 18(2). https://doi.org/10.29329/ijpe.2022.431.8

q3 · i3 · quant-synthesis · r2

Subgroup analysis in the random-effects model (Table 5) of SEITLA studies. The mastery learning subgroup (1 study, 58 effect-size participants) yielded "the largest effect size on learning achievement" at g = 2.09, significant at p < 0.01.

"it was determined that the study in which STEM was used together with a mastery learning approach had the largest effect size on learning achievement (g ¼ 2.09, p <0.01)"

Discussion¶

Related Claims¶

• Evidence-based learning, blended learning and computer-based learning combined with STEM showed large significant effects on learning achievement — related
• Project-based learning was the most frequently studied SEITLA approach but showed a modest significant effect (g = 0.44) — related
• STEM education integrated with teaching-learning approaches shows a large overall mean effect on learning outcomes (g = 0.88) across 33 experimental studies — a broader claim this one bears on
• Science-related subject areas (mathematics, science, medical science) show larger effects than programming technology and other fields — related