A meta-analysis of STEM integration on student academic achievement

Shuqi ZHOU, Zehua DONG, Hui Hui WANG, Ming Ming CHIU

Research output: Contribution to journalArticlespeer-review

Abstract

This meta-analysis examined whether learning outcomes differ (a) for STEM integration versus traditional instruction and (b) across STEM integration implementations. Based on 79 effect sizes from 40 studies of 15,577 students, those learning via STEM integration outperformed other students on academic achievement tests (g = 0.661; 95% CI [0.548, 0.774]). The effect sizes of STEM integration on achievement were largest for context integration, smaller for content integration, and smallest for tool integration. They were largest for inquiry-based learning, and progressively smaller for problem-based learning, designed-based learning, and project-based learning. They were largest for STEM subject achievement, and progressively smaller for science achievement, math achievement, and engineering achievement. They were larger for collectivist countries than for individualistic countries. Engineering design skills and grade level were not significant moderators. These results can inform integrated STEM instructional design and improve student learning. Copyright © 2024 The Author(s), under exclusive licence to Springer Nature B.V.

Original languageEnglish
JournalResearch in Science Education
Early online dateDec 2024
DOIs
Publication statusE-pub ahead of print - Dec 2024

Citation

Zhou, S., Dong, Z., Wang, H. H., & Chiu, M. M. (2024). A meta-analysis of STEM integration on student academic achievement. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-024-10216-y

Keywords

  • STEM integration
  • Achievement
  • Meta-analysis

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