Academic achievement effects of STEM practices differ significantly by publication type and education level but not by lesson type¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For academic achievement, moderator analyses showed a statistically significant difference by publication type (QB = 8.289, p <.05) and education level (QB = 23.049, p <.05), favoring national articles, international theses, and basic-education and higher-education students. → Saraç 2018 q3 i? There was no statistically significant difference in academic achievement effect sizes across lesson types (QB = 5.180, p> .05). → Saraç 2018 (2)

Evidence¶

Saraç 2018¶

Saraç, H. (2018). The Effect of Science, Technology, Engin eering and Mathematics-Stem Educational Practices on Students’ Learning Outcomes: A Meta-Analysis Study. TOJET: The Turkish Online Journal of Educational Technology, 17(2). https://eric.ed.gov/?id=EJ1176176

q3 · i? · quant-synthesis · r2

Subgroup moderator analysis of the 27 academic achievement effect sizes. Printed subgroup means were 0.441 (national articles), 0.891 (national theses), 0.331 (international articles), 0.572 (international theses); by level, 0.766 (basic), 0.272 (secondary), 0.696 (higher education).

"There was a statistically significant difference in the pub lication type (QB = 8.289, p <.05) and the level of education (QB = 23.049, p <.05)."

Saraç 2018 (2)¶

Saraç, H. (2018). The Effect of Science, Technology, Engin eering and Mathematics-Stem Educational Practices on Students’ Learning Outcomes: A Meta-Analysis Study. TOJET: The Turkish Online Journal of Educational Technology, 17(2). https://eric.ed.gov/?id=EJ1176176

q3 · i? · quant-synthesis · r2

Lesson-type moderator analysis of academic achievement effect sizes: science ES = 0.689, math ES = 0.315, other ES = 0.367; the between-groups difference was not statistically significant.

"There was no statistically significant difference in the sub-dimension of the lesson types (QB = 5.180, p> .05) of the studies carried out in the subgroup analyses."

Discussion¶

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