STEM educational practices have a moderate positive effect on students' academic achievement compared with traditional teaching (REM ES = 0.442)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Courses taught using STEM educational practices produce higher academic achievement than traditional methods, with a random-effects mean effect size of 0.442 (moderate by the Thalheimer and Cook classification). → 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 · i1 · quant-synthesis · r2

Random-effects meta-analysis of 27 academic achievement effect sizes from studies comparing STEM educational practices with traditional teaching; 6535 experimental and 6373 control students overall. The REM mean was "0.442" with 95% CI [0.322, .561], a moderate effect. Heterogeneity (Q = 143.709, p = 0.00) justified the REM model.

"The mean effect size was found to be 0.442 with a standard error of 0.061 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 0.322, and the upper limit is calculated as .561."

Discussion¶

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