A meta-analysis of the last decade STEM implementation: what to learn and where to go

Abstract

Comprehensive reviews of STEM (Science, Technology, Engineering, Mathematics) have not been explored much, causing many teachers not to realise the benefits of this approach for students. For that purpose, this meta-analysis study was conducted to understand the overall effect of STEM better. Empirical data were obtained from the ERIC, SAGE, SpringerLink, and Google Scholar databases. The search results found 89 articles published between 2010 and 2020. According to the inclusion criteria, 13 items were eligible for analysis. The analysis tool uses Comprehensive Meta-Analysis (CMA) software, and random effects models are estimated. The results revealed that the overall effect size of the study was 0.73 (standard error 0.14). These results indicate that the application of STEM has a moderate effect on students’ academic abilities. The analysis of the mediator variables reveals that STEM implementation is effective by considering the level of education and sample size. The study’s limitations and implications are discussed to provide vital information for performance and future STEM research.