A Meta-Analysis of STEM Integration on Student Academic Achievement
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| Title: | A Meta-Analysis of STEM Integration on Student Academic Achievement |
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| Language: | English |
| Authors: | Shuqi Zhou, Zehua Dong, Hui Hui Wang, Ming Ming Chiu |
| Source: | Research in Science Education. 2025 55(5):1273-1302. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Meta Analysis, STEM Education, Academic Achievement, Effect Size, Problem Based Learning, Science Achievement, Mathematics Achievement, Engineering Education, Collectivism, Individualism, Instructional Design, Integrated Curriculum |
| DOI: | 10.1007/s11165-024-10216-y |
| ISSN: | 0157-244X 1573-1898 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489580 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 0157-244X 1573-1898 |
| DOI: | 10.1007/s11165-024-10216-y |
