STEM educational practices have a large positive effect on students' scientific process skills (REM ES = 0.820)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Courses taught using STEM educational practices develop scientific process skills more effectively than traditional methods, with a random-effects mean effect size of 0.820 (large). → Saraç 2018

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 · i2 · quant-synthesis · r2

Random-effects meta-analysis of 13 scientific process skills effect sizes comparing STEM educational practices with traditional teaching. The REM mean was "0.820" with 95% CI [0.482, 1.157], a large effect; heterogeneity (Q = 165.766, p = 0.00) justified REM.

"The mean effect size was found to be 0.820 with a standard error of 0.172 as a result of the analysis based on the random effects model (REM).In the 95% confidence interval, the lower limit of the effect size is 0.482, and the upper limit is calculated as 1.157."

Discussion¶

Related Claims¶

• The 5E learning model has a large positive effect on students' science process skills compared with traditional teaching — related
• STEM educational practices have a moderate positive effect on students' attitude toward the course (REM ES = 0.620) — related
• STEM educational practices have a moderate positive effect on students' academic achievement compared with traditional teaching (REM ES = 0.442) — related
• A meta-analysis of three differentiated-instruction studies reports a pooled effect of 0.729 on academic achievement whose 95% confidence interval (−3.66 to 5.12) spans zero — a broader claim this one bears on