A meta-analysis of studies on the effects of active learning on Asian students' performance in science, technology, engineering and mathematics (STEM) subjects

Fridolin S. T. TING, Ronnie H. SHROFF, Wai Hung LAM, Raycelle C. C. GARCIA, Chi Lok Lawrence CHAN, Wing Ki TSANG, Ndudi O. EZEAMUZIE

Research output: Contribution to journalArticlespeer-review

Abstract

The objective of this study is to perform a meta‐analysis of published data on the effects of active learning on Asian students' performance in science, technology, engineering, and mathematics (STEM) subjects. This comprehensive meta-analysis study includes a systematic review of papers related to various active learning approaches and instructional methods such as collaborative learning, experiential learning, discovery-based, group-inquiry-based, problem-based and activity-based learning, specifically the effects these approaches have on Asian students' performance in STEM-related subjects. The Scopus electronic bibliographic database was searched with search terms and dates to identify and extract the relevant studies that met pre-stated inclusion criteria. A main criterion for inclusion of studies in this meta-analysis were Asian students’ exposure to any active learning intervention in STEM-related subjects. Studies that fulfilled the inclusion criteria were processed for data extraction. A total of 2810 full‐text peer reviewed papers published from 2000 to 2020 were analyzed and 38 papers met the inclusion criteria established for the meta-analysis. Effect sizes between experimental (n = 2230) and control groups (n = 2510) were calculated using means and standard deviations which were collected and summarized for a comprehensive and systematic review based on the compiled data. Using means and standard deviations from the studies, a moderately large effect size (ES = 0.6596) was detected. Analysis of the pre-post effect sizes demonstrated a significantly higher mean effect size thereby indicating a positive effect of active learning on Asian students' performance in STEM subjects. Findings from the meta-analysis in this study provide a comprehensive understanding of the effects of active learning on Asian students' performance in STEM subjects. Finally, the significance and relevance of these findings for future research directions are discussed. Copyright © 2022 De La Salle University.

Original languageEnglish
JournalThe Asia-Pacific Education Researcher
Early online dateMay 2022
DOIs
Publication statusE-pub ahead of print - May 2022

Citation

Ting, F. S. T., Shroff, R. H., Lam, W. H., Garcia, R. C. C., Chan, C. L., Tsang, W. K., & Ezeamuzie, N. O. (2022). A meta-analysis of studies on the effects of active learning on Asian students' performance in science, technology, engineering and mathematics (STEM) subjects. The Asia-Pacific Education Researcher. Advance online publication. doi: 10.1007/s40299-022-00661-6

Keywords

  • Active learning
  • Control group
  • Effect-size
  • Experimental group
  • Lecture-based
  • Meta-analysis
  • STEM
  • Student performance

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