STEM education integrated with teaching-learning approaches shows a large overall mean effect on learning outcomes (g = 0.88) across 33 experimental studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across 33 experimental studies published 2015-2021, SEITLA had a random-effects mean effect size of 0.88 on learning outcomes, which the authors classify as large. → 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 · i2 · quant-synthesis · r2

Random-effects meta-analysis of 33 experimental and quasi-experimental studies of SEITLA on learning outcomes. The pooled mean effect size was 0.88 (95% CI 0.66-1.09), which the authors describe as "a large effect according to Cohen".

"Since the mean effect size is 0.88, it is seen that this value shows a large effect according to Cohen."

Discussion¶

Related Claims¶

• STEM education combined with a mastery learning approach produced the largest effect on learning achievement (g = 2.09) — a narrower finding that bears on this claim
• Evidence-based learning, blended learning and computer-based learning combined with STEM showed large significant effects on learning achievement — a narrower finding that bears on this claim
• Project-based learning was the most frequently studied SEITLA approach but showed a modest significant effect (g = 0.44) — a narrower finding that bears on this claim
• STEM education with 7E instruction, flipped learning, problem-based learning or technology-enhanced learning showed no significant effect on learning achievement — a narrower finding that bears on this claim
• Fail-safe analyses indicate the meta-analysis findings are not attributable to publication bias — related
• AI-supported instruction has a moderate positive effect on student achievement in STEM education (g = 0.670 under a random effects model) — related
• Inquiry Based Teaching Improves Science Achievement — related
• The constructivist learning approach has a strong positive overall effect on students' academic achievement compared to traditional teaching methods (ES = 1.156). — related