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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Volume: 14 Issue: 3

The Effect of STEM Applications on Mathematics Achievement: A Meta-Analysis Study

Samet Gündüz(DICLE UNIVERSITY)0000-0003-2458-5384
Neşe Dokumacı Sütçü(Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü)0000-0003-3279-4194
Pages
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Publication Date
2025-07-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Since the studies showed a heterogeneous structure as a result of the homogeneity test, the random effects model was used to calculate the overall effect size.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to determine the effect of STEM applications on mathematics achievement using the meta-analysis method.
📊
Key Findings & Data:As a result of the review, 25 postgraduate theses related to the topic were initially identified, and data from 14 theses that met the inclusion criteria were included in the meta-analysis.
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Conclusion & Impact:Since the studies showed a heterogeneous structure as a result of the homogeneity test, the random effects model was used to calculate the overall effect size.
🔬Design:Review & Systematic Survey
📍Scope:2002 Verileri
⚙️Variables:mathematics · meta-analysis · academic achievement

Abstract

This study aims to determine the effect of STEM applications on mathematics achievement using the meta-analysis method. For this purpose, postgraduate theses in Türkiye were analysed. As a result of the review, 25 postgraduate theses related to the topic were initially identified, and data from 14 theses that met the inclusion criteria were included in the meta-analysis. Data analyses were carried out using the Comprehensive Meta-Analysis statistical program. While applying the meta-analysis method, homogeneity test was performed by calculating the effect sizes of the studies. Since the studies showed a heterogeneous structure as a result of the homogeneity test, the random effects model was used to calculate the overall effect size. Hedges's g coefficient was used to determine the effect sizes. Funnel plot and Rosenthal's safe N statistic were used to examine publication bias. The classification of Thalheimer and Cook (2002) was used to interpret the effect sizes obtained as a result of the analyses. In the study, it was determined that the effect sizes of all studies included in the meta-analysis were positive. Only two of the studies had a small effect, while the other studies showed at least a medium effect. The overall effect size value for mathematics achievement was found to be 0.901. Based on these results, it can be said that STEM activities have a positive and large effect on increasing mathematics achievement.

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Cite This Article

Gündüz, S., Sütçü, N. D. (2025). The Effect of STEM Applications on Mathematics Achievement: A Meta-Analysis Study. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Volume: 14 Issue: 3. https://doi.org/10.14686/buefad.1649805

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