STEM education with 7E instruction, flipped learning, problem-based learning or technology-enhanced learning showed no significant effect on learning achievement¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2022 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Subgroup effects for 7E instruction, flipped learning, problem-based learning and technology-enhanced learning were not statistically significant. → 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 · i? · quant-synthesis · r2
Random-effects subgroup analysis (Table 5). The four named approaches showed non-significant effects (e.g., technology-enhanced learning g = 0.13, p = .45; flipped learning g = 0.15, p = .64); no equivalence test was reported.
"The effect size on learning achievement of studies in which STEM education was carried out with 7E instruction, flipped learning, problem-based learning and technology-enhanced learning was not significant."
Discussion¶
Related Claims¶
- Effect sizes for the flipped classroom are higher in humanities studies than in STEM, but the difference should not be given too much weight — reports the opposite
- Academic achievement effects of STEM practices differ significantly by publication type and education level but not by lesson type — related
- The 7E model showed larger science effects than the 3E model, but evidence for 7E superiority is limited by few and geographically concentrated studies — reports the opposite
- 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
- Project-based learning was the most frequently studied SEITLA approach but showed a modest significant effect (g = 0.44) — related
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