A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students' attitudes

Hakan Ulum

doi:10.24331/ijere.1166620

EN

A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students' attitudes

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.

Keywords

STEM , integration , meta-analysis , primary school

References

Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). A report on STEM education in Turkey: A provisional agenda or a necessity? Istanbul: Scala Publication. https://doi.org/10.13140/RG.2.1.1980.0801
Aranda, M. L., Guzey, S. S., & Moore, T. J. (2020). Multidisciplinary Discourses in an engineering design-based science curricular unit. International Journal of Technology and Design Education, 30(3), 507–529. https://doi.org/10.1007/s10798-019-09517-5
Banko, W., Grant, M. L., Jabot, M. E., McCormack, A. J., & O’Brien, T. (2013). Science for the next generation: Preparing for the new standards. National Science Teachers Association (NSTA) Press.
Barrett, B. S., Moran, A. L., & Woods, J. E. (2014). Meteorology meets engineering: an interdisciplinary STEM module for middle and early secondary school students. International Journal of STEM Education, 1(1), 1–7. https://doi.org/10.1186/2196-7822-1-6
Bedar, R. W. A.-H., & Al-Shboul, M. A. (2020). The effect of using STEAM approach on motivation towards learning among high school students in Jordan. International Education Studies, 13(9), 48–57. https://doi.org/10.5539/ies.v13n9p48
Boeve-de Pauw, J., Ardies, J., Hens, K., Wullemen, A., Van de Vyver, Y., Rydant, T., … Verbraeken, H. (2020). Short and long term impact of a high-tech STEM intervention on pupils’ attitudes towards technology. International Journal of Technology and Design Education, 2022(32), 825–843. https://doi.org/10.1007/s10798-020-09627-5
Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.20147
Cheng, Y. C., & So, W. W. M. (2020). Managing STEM learning: a typology and four models of integration. International Journal of Educational Management, 34(6), 1063–1078. https://doi.org/10.1108/IJEM-01-2020-0035
Chiang, F. K., Chang, C. H., Wang, S., Cai, R. H., & Li, L. (2022). The effect of an interdisciplinary STEM course on children’s attitudes of learning and engineering design skills. International Journal of Technology and Design Education, 32(1), 55–74. https://doi.org/10.1007/s10798-020-09603-z
Dubosarsky Mia, and John, M. S., Florencia, and A., Susmitha, and W., & Ugur, and C. (2018). Seeds of STEM: The development of a problem-based STEM curriculum for early childhood classrooms. Içinde English Lyn & T. and Moore (Ed.), Early Engineering Learning (ss. 249–269). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-10-8621-2_12

Duran, M., Höft, M., Lawson, D. B., Medjahed, B., & Orady, E. A. (2014). Urban high school students’ IT / STEM learning: Findings from a collaborative inquiry- and design-based after school program. Journal of Science Education and Technology, 23(1), 116–137. https://doi.org/10.1007/s10956-013-9457-5
Duval, S., & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta‐analysis. Biometrics, 56(2), 455–463
European Commision. (2016). Report on the assessment of Horizon 2020 implementation in view of its interim evaluation and the Framework Programme 9 proposal. Retreived on 23.04.2022 from https://www.europarl.europa.eu/doceo/document/A-8-2017-0209_EN.html
Fernández-Cézar, R., Garrido, D., & Solano-Pinto, N. (2020). Do science, technology, engineering and mathematics (STEM) experimentation outreach programs affect attitudes towards mathematics and science? A quasi-experiment in primary education. Mathematics, 8(9), 1490. https://doi.org/10.3390/math8091490
Fragkos, K. C., Tsagris, M., & Frangos, C. C. (2014). Publication bias in meta-analysis: confidence intervals for Rosenthal’s fail-safe number. International scholarly research notices, 2014, 1–17
French, D. A., & Burrows, A. C. (2018). Evidence of science and engineering practices in preservice secondary science teachers’ ınstructional planning. Journal of Science Education and Technology, 27(6), 536–549. https://doi.org/10.1007/s10956-018-9742-4
Friedman, A. D., Melendez, C. R., Bush, A. A., Lai, S. K., & McLaughlin, J. E. (2017). The young ınnovators program at the eshelman ınstitute for ınnovation: a case study examining the role of a professional pharmacy school in enhancing STEM pursuits among secondary school students. International Journal of STEM Education, 4(1), 1–7. https://doi.org/10.1186/s40594-017-0081-4
Gallant, C., Bork, P., Carpenter-Cleland, C., & Good, D. (2020). Examining the impact of a 2-day scientific conference on high school students’ interest in STEM and confidence in attending university. Canadian Journal of Science, Mathematics and Technology Education, 20(2), 376–387. https://doi.org/10.1007/s42330-020-00086-7
Gozuyesil, E., & Dikici, A. (2014). The effect of brain based learning on academic achievement: A meta-analytical study. Educational Sciences: Theory and Practice, 14(2), 642–648.
Han, H. (2017). The effects of mathematics-centered STEAM program on middle school students’ interest in STEM career and integrated problem solving ability. Communications of Mathematical Education, 31(1), 125–147. https://doi.org/10.7468/jksmee.2017.31.1.125
Honey, M. A., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: status, prospects, and an agenda for research. STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. https://doi.org/10.17226/18612
Irish Department of Education. (2020). STEM Education 2020: Reporting on practice in early learning and care, primary and post-primary contexts.
Julià, C., & Antolí, J. Ò. (2019). Impact of implementing a long-term STEM-based active learning course on students’ motivation. International Journal of Technology and Design Education, 29(2), 303–327. https://doi.org/10.1007/s10798-018-9441-8
Kazu, İ. Y., & Yalçın, C. K. (2021). The effect of STEM education on academic performance: A meta-analysis study. TOJET: The Turkish Online Journal of Educational Technology, 20(4), 101–116.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11. https://doi.org/10.1186/s40594-016-0046-z
Kurt, S. Ç., Yıldırım, İ., & Cücük, E. (2018). The effects of blended learning on student achievement: A meta analysis study. Hacettepe University Journal of Education Faculty, 33(3), 776–802.
Lamptey, D. L., Cagliostro, E., Srikanthan, D., Hong, S., Dief, S., & Lindsay, S. (2021). Assessing the impact of an adapted robotics programme on interest in science, technology, engineering and mathematics (STEM) among children with disabilities. International Journal of Disability, Development and Education, 68(1), 1–16. https://doi.org/10.1080/1034912X.2019.1650902
Lesseig, K., Nelson, T. H., Slavit, D., & Seidel, R. A. (2016). Supporting middle school teachers’ implementation of STEM design challenges. School Science and Mathematics, 116(4), 177–188. https://doi.org/10.1111/ssm.12172
Li, Y., Huang, Z., Jiang, M., & Chang, T. W. (2016). The effect on pupils’ science performance and problem-solving ability through Lego: An engineering design-based modeling approach. Educational Technology and Society, 19(3), 143–156.
Lie, R., Selcen Guzey, S., & Moore, T. J. (2019). Implementing engineering in diverse upper elementary and middle school science classrooms: Student learning and attitudes. Journal of Science Education and Technology, 28(2), 104–117. https://doi.org/10.1007/s10956-018-9751-3
Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522
Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160(2017), 92–106 Contents. https://doi.org/10.1016/j.jecp.2017.03.013
Mohr-Schroeder, M. J., Jackson, C., Miller, M., Walcott, B., Little, D. L., Speler, L., … Schroeder, D. C. (2014). Developing middle school students’ interests in STEM via summer learning experiences: See blue STEM camp. School Science and Mathematics, 114(6), 291–301. https://doi.org/10.1111/ssm.12079
Mustafa, N., Ismail, Z., Tasir, Z., & Mohamad Said, M. N. H. (2016). A meta-analysis on effective strategies for integrated STEM education. Advanced Science Letters, 22(12), 4225–4288. https://doi.org/10.1166/asl.2016.8111
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014
Nathan, M. J., Wolfgram, M., Srisurichan, R., Walkington, C., & Alibali, M. W. (2017). Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration. Journal of Educational Research, 110(3), 272–293. https://doi.org/10.1080/00220671.2017.1287046
Pigott, T. D., & Polanin, J. R. (2020). Methodological guidance paper: High-quality meta-analysis in a systematic review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153
President’s Council of Advisors on Science and Technology (PCAST). (2010). Prepare and inspire: K-12 education in science, technology, engineering, and math (stem) for America’s future. Washington.
Ried, K. (2006). Interpreting and understanding meta-analysis graphs: A practical guide. Australian family physician, 35(8), 635–638.
Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444–467. https://doi.org/10.1080/1046560X.2017.1356671
Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. Publication bias in meta-analysis: Prevention, assessment and adjustments, 1–7.
Ryu, M., Mentzer, N., & Knobloch, N. (2019). Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education, 29(3), 493–512. https://doi.org/10.1007/s10798-018-9440-9
Sanders, M., & Wells, J. (2006). Integrative STEM education course Syllabi and instructional materials: STEM education foundations. Içinde STEM Educafion Trends & Issues, STEM Educafion Seminar.
Saraç, H. (2018). The effect of science, technology, engineering and mathematics-stem educational practices on students’ learning outcomes: A meta-analysis study. Turkish Online Journal of Educational Technology - TOJET, 17(2), 125–142.
Şen, S., & Yıldırım, İ. (2020). Meta-analysis applications with CMA. Ankara: Anı Publishing.
Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2019). The effect of science, technology, engineering and mathematics (stem) program on students’ achievement in mathematics: A meta-analysis. International Electronic Journal of Mathematics Education, 1(1), 1–12. https://doi.org/10.29333/iejme/5885
Tamur, M., Fedi, S., Sennen, E., Marzuki, Nurjaman, A., & Ndiung, S. (2021). A meta-analysis of the last decade STEM implementation: What to learn and where to go. Içinde Journal of Physics: Conference Series (C. 1882, ss. 1–7). https://doi.org/10.1088/1742-6596/1882/1/012082
Thomas, M. E. (2013). The effects of an integrated STEM curriculum in fourt grade students’ mathematics achievement and attitudes. Trevecca Nazarene University. UNESCO. (2015). Education for all 2000-2015. Achievements and challenges, France. Retreived on 11.06.2022 from https://doi.org/10.1126/science.1128690
Vance, K., Kulturel-Konak, S., & Konak, A. (2015). Teamwork efficacy and attitude differences between online and face-to-face students. Içinde ISEC 2015 - 5th IEEE Integrated STEM Education Conference (ss. 246–251). IEEE. https://doi.org/10.1109/ISECon.2015.7119933
Wan, Z. H., So, W. M. W., & Zhan, Y. (2022). Developing and validating a scale of STEM project-based learning experience. Research in Science Education, 52(2), 599–615. https://doi.org/10.1007/s11165-020-09965-3
Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences. Children, Youth and Environments, 16(1), 1–25.
Wieselmann, J. R., Dare, E. A., Roehrig, G. H., & Ring-Whalen, E. A. (2021). There are other ways to help besides using the stuff”: Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities. Journal of Research in Science Teaching, 58(9), 1281–1319. https://doi.org/10.1002/tea.21710
Zhou, S. N., Zeng, H., Xu, S. R., Chen, L. C., & Xiao, H. (2019). Exploring changes in primary students’ attitudes towards science, technology, engineering and mathematics (STEM) across genders and grade levels. Journal of Baltic Science Education, 18(3), 466–480. https://doi.org/10.33225/jbse/19.18.466

Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Hakan Ulum ^*
0000-0002-1398-6935
Türkiye

Publication Date

October 6, 2022

Submission Date

August 24, 2022

Acceptance Date

October 5, 2022

Published in Issue

Year 2022 Volume: 7 Number: 4

DOI

https://doi.org/10.24331/ijere.1166620

IZ

https://izlik.org/JA57CG26LY

APA

Ulum, H. (2022). A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. International Journal of Educational Research Review, 7(4), 307-317. https://doi.org/10.24331/ijere.1166620

AMA

1.Ulum H. A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. IJERE. 2022;7(4):307-317. doi:10.24331/ijere.1166620

Chicago

Ulum, Hakan. 2022. “A Meta-Analysis of the Effects of Different Integrated STEM (science, Technology, Engineering, and Mathematics) Approaches on Primary Students’ Attitudes”. International Journal of Educational Research Review 7 (4): 307-17. https://doi.org/10.24331/ijere.1166620.

EndNote

Ulum H (October 1, 2022) A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. International Journal of Educational Research Review 7 4 307–317.

IEEE

[1]H. Ulum, “A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes”, IJERE, vol. 7, no. 4, pp. 307–317, Oct. 2022, doi: 10.24331/ijere.1166620.

ISNAD

Ulum, Hakan. “A Meta-Analysis of the Effects of Different Integrated STEM (science, Technology, Engineering, and Mathematics) Approaches on Primary Students’ Attitudes”. International Journal of Educational Research Review 7/4 (October 1, 2022): 307-317. https://doi.org/10.24331/ijere.1166620.

JAMA

1.Ulum H. A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. IJERE. 2022;7:307–317.

MLA

Ulum, Hakan. “A Meta-Analysis of the Effects of Different Integrated STEM (science, Technology, Engineering, and Mathematics) Approaches on Primary Students’ Attitudes”. International Journal of Educational Research Review, vol. 7, no. 4, Oct. 2022, pp. 307-1, doi:10.24331/ijere.1166620.

Vancouver

1.Hakan Ulum. A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. IJERE. 2022 Oct. 1;7(4):307-1. doi:10.24331/ijere.1166620

Cited By

The effect of STEM practices on students' attitudes and achievements: A meta-analysis study

International Journal of Assessment Tools in Education

https://doi.org/10.21449/ijate.1459076

Upper primary school children’s attitudes towards STEM: a ‘leaky’ STEM pipeline?

Irish Educational Studies

https://doi.org/10.1080/03323315.2025.2591100

International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr , Turkey
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement

Öz

A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students' attitudes

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

Cited By

The effect of STEM practices on students' attitudes and achievements: A meta-analysis study

Upper primary school children’s attitudes towards STEM: a ‘leaky’ STEM pipeline?