Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis

Within the literature there has been a call for the integration of science, technology, engineering, and mathematics (STEM) disciplines; however, little research has been conducted to investigate the effects of integrative approaches among STEM subjects. The purpose of this study was to synthesize the findings from existing research on the effects of integrative approaches among STEM subjects on students’ learning. Meta-analysis was employed to address the research questions of this study. Twenty-eight studies were selected and thirty-three effect sizes were calculated to examine the effects of integrative approaches among STEM subjects. With respect to the grade levels, the effects of integrative approaches showed the largest effect size at the elementary school level and the smallest effect size at the college level. Regarding the types of integration, STEM, the integration of four subjects, presented the largest effect size, and E-M and M-S-T showed the smallest effect size. In addition, concerning the achievement through integrative approaches, STEM achievement showed the highest effect size and mathematics achievement showed the smallest effect size. The results of this preliminary meta-analysis reveal that integrative approaches among STEM subjects have positive effects on the students’ learning. Further empirical research on the effects of STEM education needs to be conducted to confirm the findings of this preliminary meta-analysis. Introduction Science, technology, engineering, and mathematics (STEM) education is a crucial issue in current educational trends (Berlin & Lee, 2005; Kuenzi, 2008; Reiss & Holman, 2007; State Educational Technology Directors Association [SETDA], 2008). Research shows that integrative approaches improve students’ interest and learning in STEM. STEM learning experiences prepare students for the global economy of the 21st century (Cachaper et al., 2008; Cullum et al., 2007; Hynes & Santos, 2007) and students need a solid STEM knowledge to become ready for college and employment. According to the U.S. Department of Education (2007), 75% of the fastest growing occupations require significant science or mathematics training. The importance and value of STEM education have resulted in the need for significant national reform in K–16 education and curriculum. However, STEM disciplines and careers have not been attractive to American students, and the crisis in the STEM fields is nationally recognized (Apedoe et al., 2008; Basalyga, 2003; Cachaper et al., 2008; Lam et al., 2008). The American College Testing (ACT) study reported that the number of students who indicated engineering as a career goal dropped from 9% in 1997 to 6% in 2002 (Basalyga, 2003). The declining enrollment in STEM disciplines is expected to create a shortage of scientists and engineers in the U.S. workforce in the near future (Berrett, 2007; Business Roundtable, 2008; Ross & Bayles, 2007; SETDA, 2008). The U.S. Department of Education (2007) noted that one of the federal STEM education goals for K–12 education, in order to avoid the declining STEM pool of human resources in the U.S., is “to prepare all students with the science, technology, engineering, and math skills needed to succeed in the 21st-century technological economy, whether in postsecondary education or the workforce; and graduate students with the capability and motivation to become STEM professionals, educators, and leaders” (p. 18). In recent years, STEM education has been facing a new challenge to investigate empirical evidence in order to support the effective implementation of STEM education (Froyd & Ohland, 2005; Kwon & Lee, 2008; Narum, 2008; U.S. Department of Education, 2007; Venville et al., 2000). Despite many efforts to disseminate and implement STEM education, little research has been documented to determine the effects of the integrative approaches among STEM subjects on the students’ achievement (Hurley, 2001; Judson & Sawada, 2000; Pang & Good, 2000; Venville et al., 2000). Due to the lack of a comprehensive review regarding the effects of integrative approaches among STEM subjects on academic achievement, many teachers are unaware of the benefits of the integrative approaches for student learning. An examination of the effects of the integrative approaches among STEM subjects is a research topic that might guide and resolve some of the current challenges in STEM education. This preliminary meta-analysis is intended to facilitate a greater understanding of the effects of integrative approaches among STEM subjects, and the findings will shed light on students’ learning in STEM subjects. Included in this paper is a brief overview of some integrative efforts in STEM education. Research questions are four-fold: first, what is the effect of an integrative approach among STEM subjects? ; second, how does the effect of integrative approaches among STEM subjects differ by grade levels? ; third, what type of integrative approaches is more likely than others to lead to the improvement of students’ achievement? ; and fourth, what achievement score among STEM subjects is most improved through integrative approaches? Integrative Efforts in STEM Education Integrative approaches are defined as “approaches that explore teaching and learning