The Effects of STEM Education on Academic Achievement in Science Courses: A Meta-Analysis

Autor/inn/en	Karasah-Çakici, Sadiye; Kol, Özge; Yaman, Süleyman
Titel	The Effects of STEM Education on Academic Achievement in Science Courses: A Meta-Analysis
Quelle	In: Journal of Theoretical Educational Science, 14 (2021) 2, S.264-290 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Karasah-Çakici, Sadiye) ORCID (Kol, Özge) ORCID (Yaman, Süleyman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1308-1659
Schlagwörter	STEM Education; Academic Achievement; Science Achievement; Instructional Effectiveness; Educational Research; Educational Researchers; Research Design; Effect Size; Teaching Methods; Doctoral Dissertations; Biology; High School Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? STEM; Schulleistung; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Forschungsdesign; Teaching method; Lehrmethode; Unterrichtsmethode; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Türkei
Abstract	In this research, a meta-analysis was conducted to find out the effect level of STEM education on students' academic achievement in science courses. Scientific studies which were conducted and published in Turkey between January 2018 and March 2020 were reviewed in the research. As a result of the literature review, 54 studies that were suitable for the purpose of the study were reached. In analyses conducted with a statistical analysis program, effect levels were compared in terms of subject area and number of participants in addition to approaches/method used. According to the results of this research, it was concluded that STEM education was more effective in increasing students' achievement in science courses when compared with teacher-centred teaching methods. According to the results examined according to other variables discussed in the research, significant difference was found in terms of the year in which the study was conducted, the researcher's job, application period of the study and the number of participants. According to the results of the examined variables, the largest effect size was found in the field of biology, at high school level, doctoral publications, in researchers who were teachers, with 81 and above participants, in studies conducted in 2019. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01