STEM educational practices have a moderate positive effect on students' attitude toward the course (REM ES = 0.620)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i1small
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 i1 Courses taught using STEM educational practices produce more favorable attitudes toward the course than traditional methods, with a random-effects mean effect size of 0.620 (moderate). → 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 18 attitude effect sizes comparing STEM educational practices with traditional teaching. The REM mean was "0.620" with 95% CI [0.403, .836], a middle-level effect; heterogeneity (Q = 73.722, p = 0.00) justified REM.
"The mean effect size was found to be 0.620 with a standard error of 0.111 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 0.403, and the upper limit is calculated as .836."
Discussion¶
Related Claims¶
- The constructivist approach produces more positive attitudes towards lessons than traditional teaching, with an overall effect size of 0.728 across 43 Turkish studies — related
- Learning-styles-tailored instruction shows a large pooled effect on students' attitudes toward courses (d = 1.113) — related
- STEM educational practices have a large positive effect on students' scientific process skills (REM ES = 0.820) — related
- STEM educational practices have a moderate positive effect on students' academic achievement compared with traditional teaching (REM ES = 0.442) — related
- Attitude effects of STEM practices differ significantly by education level but not by publication type or lesson type — related
- Gamified clinical skill learning moderately improves student attitudes toward learning, based on a small evidence base — related
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