Claims

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

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · 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 scientific process skills, there was a statistically significant difference in lesson types (QB = 12.397, p <.05) and level of education (QB = 8.281, p <.05), favoring science and math lessons and basic-education and higher-education students. → 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 · i? · quant-synthesis · r3

Subgroup moderator analyses of the 13 scientific process skills effect sizes: science ES = 1.288, math ES = 0.725, other ES = 0.376; basic education ES = 0.765, secondary ES = 0.434, higher education ES = 1.325.

"There was a statistically significant difference in th e lesson types (QB = 12.397, p <.05) and the level of education (QB = 8.281, p <.05)."

Discussion

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