FeTeMM Eğitiminin Akademik Başarıya Etkisini İnceleyen Çalışmaların Meta-Analizi

Ayverdi, Leyla; Aydın, Serap Öz

doi:10.17522/balikesirnef.755111

Cited by 5 publications

(1 citation statement)

References 39 publications

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“…It is striking that there are synthesis studies examining the studies on STEM education in the literature. Some researchers have done a review the general trend of STEM education studies (Farwati et al, 2021;Nuraeni, Malagola, Pratomo & Putri, 2020;Nurwahyunani, 2021;Ormanci, 2020;Saputri & Herman, 2022;Sarıca, 2020;Setyaningsih, Ahmad, Adnan & Anif, 2021;Wardani & Ardhyantama, 2021;Zulaikha, Jumadi, Mardiani & Lutfia, 2021) and some researchers have examined the effect of STEM education on various learning outcomes by meta-analysis method (Amin, Ibrahim & Alkusaeri, 2022;Ananda & Salamah, 2021;Ayverdi & Aydın, 2020;Güder, Demir & Özden, 2022;Izzah, Asrizal & Festiyed, 2021;Jannah, Lufri, Asrizal & Putra, 2022;Karaşah-Çakıcı, Kol & Yaman, 2021;Kasuma, Asrizal & Usmeldi, 2022;Kazu & Kurtoglu Yalcin, 2021;Santosa et al, 2021;Saraç, 2018;Taşdemir, 2022;Triani, Asrizal & Usmeldi, 2022;Yücelyiğit & Toker, 2021). In addition, it is seen that synthesis research on digital technology-assisted STEM education studies is also carried out in the literature.…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education

Öztop

2023

J. Sci. Learn.

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The purpose of this study was to reveal the effect of digital technology-assisted STEM (Science, technology, engineering, and mathematics) education on academic achievement. To achieve this purpose, experimental studies, including pre-test and post-test, were examined by meta-analysis. The study's data were obtained from 34 studies that met the inclusion criteria due to the searches made in the Databases of the National Thesis Center of the Council of Higher Education, where Turkey's postgraduate theses are located. Effect sizes of 38 comparisons were calculated from these studies. The study calculated effect sizes based on Cohen’s d coefficient. The effect size obtained after the analysis was found to be d=2.582. This finding shows that STEM education assisted by digital technology greatly affects academic achievement. In addition, a significant difference was found between the effect sizes in the study according to the level of education and the subject discipline of academic achievement. This research is expected to contribute to educational practice and future research.

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Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education

Öztop

2023

J. Sci. Learn.

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A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?

Thomas

Larwin

2023

IJ STEM Ed

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Background Integrated science, technology, engineering, and mathematics (STEM) education initiatives are becoming an increasingly popular approach to narrow the opportunity gap among underrepresented minority (i.e., Black, Hispanic, and first-generation) students. However, there are limited studies on the impact of exposure to integrated STEM education on academic achievement and an even lesser amount on performance among underrepresented minority (URM) groups. Students exposed to STEM programming in middle school are more likely to pursue a STEM field in college or a STEM-related career. However, despite increases in middle school STEM programming initiatives, STEM college graduation rates have declined, particularly among URM populations. This meta-analysis aims to determine the effectiveness of STEM education in middle school, focusing on URM students. Results A total of 20 studies containing 45 independent samples met the study criteria. The studies included were published from January 1, 2011 to May 1, 2022, and identified from the following academic databases: ERIC, Google Scholar, ProQuest Dissertations and Theses, and SCOPUS. Integrated STEM programming was most impactful when: engineering was incorporated into science courses and at full STEM integration, occurring over one academic year (d = 0.89) and occurring in 8th grade (d = 1.55). Overall, the effect size estimate demonstrated heterogeneity, with a large positive significant effect across the studies (d = 0.558, 95% CI [0.514–0.603], p < 0.001), indicating a significant impact on student achievement. The most notable finding was the lack of empirical studies involving URM groups, with only one effect size estimate reported for Black students and other minority groups and 40 effect size estimates for non-minority groups revealing a non-significant difference in effect size estimates. Conclusions Students benefit from STEM program participation, with the average STEM student outperforming approximately 70% of their same-age, same-grade peers not participating in STEM programming. In particular, URM students benefit even more from quality integrated STEM education initiatives, given one caveat—students must be given the opportunity. We conclude that the issue is not that URM students are not academically benefiting from middle school integrated STEM education programs, based on the available research—they are merely not participating. We highlight the need and suggest interventions for providing collaborative and focused attention on the societal and cultural factors impacting URM student participation and retention in integrated STEM education programs.

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The Effect of STEM Approach In Science Education On Academic Success: A Meta-Analysis Study

DEĞERLİ

YAPICI

2022

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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In this research, a meta-analysis study was conducted to examine the effect of the STEM approach in science education on academic success of students. In accordance with the criteria determined in the meta-analysis study, the studies included in the research are at the Master's and doctoral levels, and these studies were taken from the National Thesis Center database of the Council of Higher Education. In the study, a total of 147 studies carried out between 2010 and 2020 were examined and 31 Master's and 3 Doctoral studies fit the criteria of inclusion were included in the meta-analysis. The sample of a total of 34 studies consisted of 1962 students at the 4th, 5th, 6th, 7th and 8th grade levels. Analyses were made with the help of Comprehensive Meta-Analysis V2 statistical program. The random effects model was used because the structure was heterogeneous when the studies were analysed and combined. As a result of the research, the effect size of the STEM approach in science education on students' academic success was calculated as 1.420. These values are a large effect size according to the academic success variable according to the classification made. In this context, it has been concluded that the STEM approach in science education has a positive and wide-ranging effect on increasing the academic success of students. The size of the effect on academic success differed according to the grade level, and the highest effect was observed in the studies at the 4th grade level.

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FeTeMM Eğitiminin Akademik Başarıya Etkisini İnceleyen Çalışmaların Meta-Analizi

Cited by 5 publications

References 39 publications

A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education

A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education

A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?

The Effect of STEM Approach In Science Education On Academic Success: A Meta-Analysis Study

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