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STEM education is applied to raise individuals having 21st-century skills based on the integration of science, technology, engineering, and mathematics. This paper aims to present the overall effect of STEM education on students' academic achievement by analyzing 64 research findings obtained from 56 quantitative studies published between 2014 and...
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... the necessity of increasing the quality standards of education, students are required to have the skills to solve their daily problems and contribute to the needs of society (Şahin, Ayar & Adıgüzel, 2014). 21 st skills are expressed in Figure 1 as being creative, innovative and thinking critically, solving problems, having communication skills, working in a team, information and communication technologies literacy, local and universal citizenship awareness, life and career awareness. On the other hand, Bybee (2010) addressed 21 st skills as critical thinking, creativity, cooperation, motivation, and metacognitive skills. ...
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... At this point, it is evident that these identified categories align with the findings of studies in the literature. These studies claim that after-school programs, such as STEM Clubs, have positive impacts on students' achievement levels (NRC, 2015;Kazu & Kurtoglu Yalcin, 2021;Shernoff & Vandell, 2007), communication, and innovative problemsolving abilities (Mahoney et al., 2007), leadership skills (Lipscomb et al., 2017), career decision-making (Bybee, 2001;Dabney et al., 2012;Sahin et al., 2018;Tai et al., 2006), creativity (Wan et al., 2023), 21st-century skills (Hirsch, 2011;Zeng et al., 2018), interest in STEM professions (Blanchard et al., 2017;Chittum et al., 2017;Wang et al., 2011), and knowledge in STEM fields (Adams et al., 2014;Bell et al., 2009). Furthermore, it can be inferred that the studies on STEM Clubs paid significant attention to the design descriptions of programs or activities (Nation et al., 2019). ...
To identify the research trends in studies related to STEM Clubs, 56 publications that met the inclusion and extraction criteria were identified from the online databases ERIC and WoS in this study. These studies were analysed by using the descriptive content analysis research method based on the Paper Classification Form (PCF), which includes publishing years, keywords, research methods, sample levels and sizes, data collection tools, data analysis methods, durations, purposes, and findings. The findings showed that, the keywords in the studies were used under six different categories: disciplines, technological concepts, academic community, learning experiences, core elements of education, and psychosocial factors (variables). Case studies were frequently employed, with middle school students serving as the main participants in sample groups ranging from 11–15, 16–20, and 201–250. Surveys, questionnaires, and observations were the primary methods of data collection, and descriptive analysis was commonly used for data analysis. STEM Clubs had sessions ranging from 2 to 16 weeks, with each session commonly lasting 60 to 120 min. The study purposes mainly focused on four themes: the impact of participation on various aspects such as attitudes towards STEM disciplines, career paths, STEM major selection, and academic achievement; the development and implementation of a sample STEM Club program, including challenges and limitations; the examination of students' experiences, perceptions, and factors influencing their involvement and choice of STEM majors; the identification of some aspects such as attitudinal effects and non-academic skills; and the comparison of STEM experiences between in-school and out-of-school settings. The study results mainly focused on three themes: the increase in various aspects such as academic achievement, STEM major choice, engagement in STEM clubs, identity, interest in STEM, collaboration-communication skills; the design of STEM Clubs, including sample implementations, design principles, challenges, and factors affecting their success and sustainability; and the identification of factors influencing participation, motivation, and barriers. Overall, this study provides a comprehensive understanding of STEM Clubs, leading the way for more targeted and informed future research endeavours.
... Science, Technology, Engineering and Mathematics (STEM). Mathematics education is considered as a precious way to make the education system keep up with the developments and to meet the expectations of 21st century skills (Ghazali & Yusuf, 2022;Kazu & Kurtoglu Yalcin, 2021). Mathematics underpins the others science disciplines and it is recognized as the foundation for all other science disciplines (Just & Siller, 2022). ...
This study investigates whether senior secondary school students' interest could predict their academic achievement in mathematics. A correlation research design was used with two research questions and one null hypothesis to guide the study. The target population encompassed 13866 students (9464 males and 4402 females) in SSSII across 46 senior secondary schools owned by the Niger state government, distributed within Bida educational zone spanning five local government areas. Using a multistage sampling method, a sample of 462 students (30% of the population) was selected. Two research instruments, (Mathematics Interest Scales [MIS] and Mathematics Achievement Test [MAT]) were validated with reliability coefficient (r=0.79 and 0.92). Data analysis was carried out using frequency, percentage, and Pearson Product-Moment Correlation (PPMC). The findings revealed that a significant portion of students had a low interest in mathematics, which was found to predict approximately 44% of the variations in academic achievement scores. Moreover, the study demonstrated a substantial relationship between students' interest in mathematics and their academic performance. These findings led to recommendations. Emphasizing perseverance in mathematics learning, teachers were encouraged to adopt innovative, learner-centric teaching strategies. Additionally, ensuring teacher motivation and support was deemed essential for assisting students in their mathematics education among others.
... Encouraging collaboration, peer interaction, and open discussions allows students to learn from each other, share their perspectives, develop a sense of belonging, and enhance their active engagement in STEM subjects (Kärkkäinen and Vincent-Lancrin, 2013). High levels of engagement in STEM are associated with improved academic performance, increased retention rates, and enhanced problemsolving abilities (Kazu and Kurtoglu Yalcin, 2021). ...
This study focuses on evaluating university students' views on their involvement in STEM (science, technology, engineering, and mathematics) teaching methods. The aim was to explore the various factors that affect students' participation in these educational approaches. The research looked at how teaching methods, the use of technology, teamwork, interaction, motivation, and interest all play a role in engaging students with STEM education. Using a descriptive, cross-sectional study design, data were gathered from an online survey completed by 321 senior students from four universities in Mogadishu, selected through a non-random purposive sampling method. The data were analyzed using Smart PLS-4's structural equation modeling (SEM) and SPSS 22.0 software. The results showed significant links between teaching methods, technology use, teamwork, interaction, motivation, interest, and student involvement in STEM education. The study disproved the initial hypotheses (H1, H2, and H3) with p-values of 0.006, 0.000, and 0.000, each below the standard threshold of 0.05. Based on these findings, the researchers suggest improving teaching methods, technology use, teamwork, interaction, motivation, and interest to boost student involvement in STEM education. These results are expected to help shape future STEM education strategies and offer important information for educators and policymakers to improve university settings and teaching methods to further increase student involvement in STEM subjects.
... To achieve a high-quality STEM education, the application of educational robotics should also take careful consideration of these complex factors (Byrne & Callaghan, 2014;Ouyang & Jiao, 2021). Meta-analysis approaches have been conducted to examine the effects of educational robotics on STEM education (e.g., Batdi et al., 2019;Kazu & Kurtoglu, 2021;Mustafa et al., 2016). For example, Sapounidis et al. (2023) conducted a systematic review and meta-analysis to investigate the application effects of educational robotics in STEM education in primary school. ...
Educational robotics, as emerging technologies, have been widely applied in the field of STEM education to enhance the instructional and learning quality. Although previous research has highlighted potentials of applying educational robotics in STEM education, there is a lack of empirical evidence to investigate and understand the overall effects of using educational robotics in STEM education as well as the critical factors that influence the effects. To fill this gap, this research conducted a multilevel meta-analysis to examine the overall effect size of using educational robotics in STEM education under K-16 education based on 30 effect sizes from 21 studies published between 2010 and 2022. Furthermore, we examined the possible moderator variables of robot-assisted STEM education, including discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition. Results showed that educational robotics had the moderate-sized effects on students’ STEM learning compared to the non-robotics condition. Specifically, educational robotics had moderate-sized effects on students’ learning performances and learning attitudes, and insignificant effects on the improvement of computational thinking. Furthermore, we examined the influence of moderator variables in robot-assisted STEM education. Results indicated that the moderator variable of discipline was significantly associated with the effects of educational robotics on STEM learning. Based on the findings, educational and technological implications were provided to guide future research and practice in the application of educational robotics in STEM education.
... STEM education is a prerequisite for fostering innovation, driving industrialization, creating jobs, and fueling economic progress. Students' proficiency in these disciplines indicates a nation's educational quality (Kazu & Kurtoğlu Yalçin, 2021;Strelan et al., 2020). ...
Absenteeism and students' attitudes toward science have an impact on the exam results among eighth-grade students in Malaysia and Singapore. This study employed weighted least squares and quantile regression techniques on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to analyze the net effect of these two factors in influencing the academic performance of eighth-grade students. Given Singapore's considerable lead in TIMSS ranking over Malaysia, this research sheds light on modifiable factors that can help Malaysia enhance its national science education. Absenteeism was more pressing in Malaysia than in Singapore, but it significantly influenced exam results in both countries. However, there was no significant difference in attitudes toward science. Results from quantile regression show that these impacts were not uniform across the performance distributions. The study's results emphasize that absenteeism, home educational resources, and parental education contribute to the performance disparities between the two countries. These results underscore the importance for policymakers and educational planners in Malaysia to take proactive steps in addressing these shortcomings to improve students' exam results, to work towards narrowing the performance gap, and to enhance science education. Keywords: home educational resources, quantile regression, science achievement, TIMSS, valuing science
... This would help further refine our understanding of the impact of STEM education. Many previous studies that have been done on the positive impact of Science, Technology, Engineering, and Mathematics (STEM) programs on student achievement, attitude, interest, communication skills and problem-solving has alerted the education community to reform instructional approaches in STEM subjects (Han et al., 2015;Kazu et al., 2021). Also incorporating STEM education into mathematics instruction suggests that further research can provide insights into its broader impact. ...
... In addition, the summary effect size can be depicted with a forest plot. Forest flot in the meta-analysis serves to see the estimated summary effect size by paying attention to interval points (Kazu &;Yalçın, 2021). The results of the summary effect size analysis with forest plot can be seen in Figure 3. Figure 3, analyzing the effect size with a forest plot obtained an effect size value that varies from 0.62 to 2.24 So, the results of 14 effect sizes analyzed show that the application of the guided inquiry learning model has a positive influence with a high category on students' problem-solving abilities. ...
... In addition, the summary effect size can be depicted with a forest plot. Forest flot in the meta-analysis serves to see the estimated summary effect size by paying attention to interval points (Kazu &;Yalçın, 2021). The results of the summary effect size analysis with forest plot can be seen in Figure 3. Figure 3, analyzing the effect size with a forest plot obtained an effect size value that varies from 0.62 to 2.24 So, the results of 14 effect sizes analyzed show that the application of the guided inquiry learning model has a positive influence with a high category on students' problem-solving abilities. ...
The purpose of this study was to investigate the effectiveness of guided inquiry models to improve students' problem-solving abilities. This type of research is a meta-analysis. The inclusion criteria in research are publications from reputable international journals and proceedings; Research must be experimented with guided inquiry learning models and conventional control class models; Research obtained from google scholar database; Hindawi, ScienceDirect, ERIC and IEEE; research related to guided inquiry and problem solving models; The study was published in 2013-2023 and the study had a sample size (N), mean value and standard deviation (SD). The results of the analysis of 18 studies suggest that there is a significant influence of guided inquiry models on problem-solving ability (Z = 9.29; p < 0.001; 95 % Confidence Interval [0.581; 1.245]. Effect size criteria are high with (rRE= 0.849]. This finding explains that the guided inquiry model has a significant effect on students' problem-solving abilities
... Furthermore, the data analysis of this study by calculating the value of Cohen's d. Cohen's (1998) Effect size criteria can be seen in Table 3. (Kazu & Yalçın, 2021;Taşdemir, 2022) ...
This study aims to determine the effect of differentiated learning to improve students' critical thinking skills. The type of research is meta-analysis. The samples of this study came from 13 national and international journals. The process of searching for research samples through Google Scholar, ScienceDirect, Eric, Springer, Plos ONE, MPDI, and ProQuest databases. The inclusion criteria were Research must be national and international journals indexed by SINTA, WOS, and Scopus; Research must be experimental or quasi-experimental; Research from national and international journals published in 2019-2023; 4) Research has a relationship with research variables; 5) Research data must have t, f, and standard deviation values. The data selection process is the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. Data analysis is statistical analysis with the help of JSAP. The results concluded that the average effect size value of the whole study was 0.892 with high criteria. This finding shows that STEM-based differentiated learning has a significant effect on students' critical thinking skills.
... Research by Coleman et al. (2020) said the design thinking model had an influence on students' 21st century thinking skills. In addition, Kazu et al. (2021) said the STEM model was effective in developing students' potential in learning science. Based on this problem, this research aims to the effectiveness of STEM learning based on Design Thinking in improving students' critical thinking skills in science learning. ...
This study aims to determine the effectiveness of Design Thinking-based STEM learning in improving students' critical thinking skills in science learning. This research is a type of meta-analysis research. Data sources in the study came from 100 national and international journals published from 2017-2023. Search for data sources through google scholar, Eric, Wiley, Taylor of Francis, Sciencedirect, and ProQuest. Data collection techniques through direct observation through the journal database. The keywords used in the search are STEM model, Design Thinking, Critical thinking skills and Science learning. Data analysis technique is quantitative descriptive analysis with JSAP application. The effect size of each study on the STEM learning model based on design thinking in science learning is 0.84 with large criteria. The results of the study can be concluded that the STEM learning model based on design thinking is effective for improving critical thinking skills in science learning. STEM learning model based on design thinking is very good to be applied in science learning in Indonesia
... Level of STEM integration as a moderator variable is intended to provide insight into the particular impact of the different levels of integration on student achievement. The other moderator variables of dosage, grade level, and student demographics are commonly provided in studies reporting student outcome measures as a function of participation in integrated STEM education (e.g., Becker & Park, 2011;Kazu & Yalcin, 2021). ...
... In a 2021 meta-analysis comprising 56 quantitative studies on the effect of STEM education on academic performance by education level (i.e., primary, secondary, high school, university), researchers determined large effect sizes across grade bands (i.e., primary level; g = 1.055). However, no statistical significance was found across education levels (Kazu & Kurtoglu Yalcin, 2021). In addition, short STEM program intervention (2-5 weeks) produced the largest Page 5 of 25 Thomas and Larwin International Journal of STEM Education (2023) 10:43 effect size on student achievements, further supporting the importance of short-term or extracurricular STEM initiatives (Kazu & Kurtoglu Yalcin, 2021). ...
... However, no statistical significance was found across education levels (Kazu & Kurtoglu Yalcin, 2021). In addition, short STEM program intervention (2-5 weeks) produced the largest Page 5 of 25 Thomas and Larwin International Journal of STEM Education (2023) 10:43 effect size on student achievements, further supporting the importance of short-term or extracurricular STEM initiatives (Kazu & Kurtoglu Yalcin, 2021). Several research studies have sought to determine the impact of STEM integration and programming on student achievement, sparking the interest in creating a meta-analysis of recent research particularly on math and science achievement. ...
Abstract 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
