A Meta-Analysis of the Effects of Different Integrated STEM (Science, Technology, Engineering, and Mathematics) Approaches on Primary Students' Attitudes
Volume 7 Issue 4
Hakan Ulum
Pages: 307-317 Download Count : 957 View Count: 1046 DOI Number 10.24331/ijere.1166620 Facebook Twitter Share on Google+
Abstract:
The purpose of this meta-analysis is to combine the results of experimental research completed between 2012 and 2022 and to examine the effects of different integrated STEM approaches on the attitudes of elementary school children. In the meta-analysis for the study on the effects of several integrated STEM approaches on the attitudes of elementary school children, five studies were selected based on particular criteria. The study included subgroup analyses in addition to exposing the overall effect of various integrated STEM approaches on the attitudes of elementary school children. According to the research findings, the Hedges g value, which is calculated to be 0.279 for the total effect size of diverse integrated STEM approaches on the attitudes of elementary school pupils, shows a small influence. In addition, the results of the analysis revealed that the impacts of different integrated STEM approaches on the attitudes of primary school pupils did not differ according to grade levels, but differed according to attitude area and integration. The results of the present study support the need for additional research on STEM-integrated learning activities that influence student motivation and pursuit of STEM jobs.
Keywords
- STEM
- integration
- meta-analysis
- primary school