Attitude effects of STEM practices differ significantly by education level but not by publication type or 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¶

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? For attitude toward the course, there was a statistically significant difference by learning level (QB = 6.101, p <.05), favored by basic education and secondary education students. → Saraç 2018 q3 i? There was no statistically significant difference between publication type (QB = 0.004, p> .05) and lesson types (QB = 2.598, p> .05) for attitude effect sizes. → 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

Education-level moderator analysis of the 18 attitude effect sizes: basic education ES = 0.600, secondary education ES = 0.777, higher education ES = 0.136; the difference favored basic and secondary students.

"In the subgroup analyses, there is a statistically signi ficant difference between the attitude effect sizes in the relevant lesson in the learning level of the educations (QB = 6.101, p <.05)."

Saraç 2018 (2)¶

q3 · i? · quant-synthesis · r2

Publication-type and lesson-type moderator analyses of attitude effect sizes: national articles ES = 0.615, international articles ES = 0.630; science ES = 0.681, math ES = 0.683, other ES = 0.400; neither difference significant.

"There wa s no statistically significant difference between publication type (QB = 0.004, p> .05) and lesson types (QB = 2.598, p> .05) subscales."

Discussion¶

Educational level does not significantly moderate the effect of constructivism on attitudes towards lessons — related
The effect of multiple intelligence practices does not differ significantly by instructional level — related
Effect sizes differ significantly by educational level, with the highest effect at university level (ES = 2.254) and the lowest at primary level (ES = 0.936). — related
Effect sizes differ significantly by publication type, with master's theses and articles showing higher effects than PhD theses. — related
Academic achievement effects of STEM practices differ significantly by publication type and education level but not by lesson type — related
Scientific process skills effects of STEM practices differ significantly by lesson type and education level, favoring science and math lessons and basic-education and higher-education students — related
Type of publication does not significantly moderate the effect of constructivism on attitudes towards lessons — related
STEM educational practices have a moderate positive effect on students' attitude toward the course (REM ES = 0.620) — related

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`generated`	by `process:wiki-ingest` on `2026-10-31`
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