The Effects of STEM Education on Students’ Academic Achievement In Science Courses: A Meta-Analysis

Year 2021, , 264 - 290, 27.04.2021

Şadiye Karaşah Çakıcı , Özge Kol , Süleyman Yaman

https://doi.org/10.30831/akukeg.810989

Cited By: 7

Abstract

In this study, 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 study. As a result of literature review, 54 studies which were suitable for the purpose of the study were reached. In analyses conducted with Comprehensive Meta-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 study, 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 study, 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+ participants and in studies conducted in 2019.

Keywords

science education, meta-analysis, academic achievement, stem education

STEM Eğitiminin Fen Bilimleri Dersinde Akademik Başarı Üzerine Etkisi: Bir Meta-Analiz Çalışması

Abstract

Bu araştırmada, STEM eğitiminin öğrencilerin fen derslerindeki akademik başarıları üzerindeki etki düzeyini ortaya çıkarmak için bir meta-analiz yapılmıştır. Çalışmada Ocak 2018 - Mart 2020 tarihleri arasında Türkiye'de yürütülen ve yayınlanan bilimsel çalışmalar gözden geçirildi. Literatür taraması sonucunda araştırmanın amacına uygun 54 çalışmaya ulaşılmıştır. Bir istatistik analiz programı ile yapılan analizlerde, etki düzeyleri, kullanılan yaklaşımlar / yöntemin yanı sıra konu alanı ve katılımcı sayısı açısından karşılaştırılmıştır. Bu araştırmanın sonuçlarına göre, öğretmen merkezli öğretim yöntemlerine göre STEM eğitiminin öğrencilerin fen derslerinde başarılarını artırmada daha etkili olduğu sonucuna varılmıştır. Araştırmada ele alınan diğer değişkenlerin sonuçlara göre çalışmanın yapıldığı yıl, çalışmayı yapan kişilerin görevleri, çalışmanın uygulama süresi ve katılımcı sayısı açısından anlamlı farklılık bulunmuştur. İncelenen değişkenlerin sonuçlarına göre en büyük etki büyüklükleri biyoloji alanında, lise düzeyinde, doktora yayınlarında, öğretmen olan araştırmacılarda, 81 ve üzeri katılımcıyla, 2019 yılında yapılan çalışmalarda bulunmuştur.

Keywords

fen eğitimi, meta-analiz, akademik başarı, STEM eğitimi

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