Meta-Analytic and Meta-Thematic Analysis of STEM Education

Abstract

The purpose of this study was to examine STEM (Science, Technology, Engineering, Mathematics) education in meta-analytical and meta-thematic terms and to determine its impact on academic achievement and different variables. In this context, studies carried out on STEM between 2002-2019 were chosen. Data from 26 studies were included in the study and analyses were made using these data. CMA and MetaWin softwares were used in analyzing the data and the impact of STEM on academic achievement was found to be significant and positive at medium level (ES=0.655). In the second phase of the study, which was the meta-thematic phase, the contribution of STEM on cognitive and affective areas as well as on individual competences, personal development, skill development and the difficulties encountered during the implementation were given. The results of meta-analytical and meta-thematic findings indicated that STEM had a positive impact on academic achievement and development of different skills.