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Impact of Integrating Science and Engineering Teaching Approach on Students Achievement: A Meta Analysis

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 2 (2021) · pp. 159–170

DOI
10.15294/jpii.v10i2.29839
ISSN
2089-4392, 2339-1286
Published
2021-06-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

STEM teaching approach has attracted the attention of science educators as a panacea in addressing the deteriorating interest in STEM learning. However, the impact of STEM teaching approach on students’ achievement is scarcely discussed. Thus, this study aimed to explore the impact of integrating Science and Engineering teaching approach on the achievement of students. This meta-analysis was conducted systematically on articles published between January 2000 to January 2020 which were retrieved from five databases (EBSCOhost, Emerald, Scopus, Web of Science and ERIC). Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were applied to ensure a rigorous selection of the desired research articles. The data were then assessed using two online statistical effect size calculators. A total of 14 effect sizes were calculated. The overall mean effect size obtained was of high effect (es=2.61). The Engineering Design Process (EDP)(es=3.26, high effect) was the most effective teaching approach in enhancing students’ understanding, as opposed to design-based learning. An implication of the study is that EDP should be the basis for other teaching approaches in SE. Solving and creating tasks encourage application of concepts that then lead to enhancement of achievement.

Keywords

Collaboration network of the authors

13 authors · 27 co-authorship links · 9 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • National University of Malaysia
  • Sebelas Maret University
  • Universitas Syiah Kuala
  • Universiti Brunei Darussalam
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sajidan SajidanSebelas Maret University1
Idam Ragil Widianto AtmojoSebelas Maret University1
Roy ArdiansyahAffiliation unknown1
Dwi Yuniasih SaputriAffiliation unknown1
Roslinawati Mohd RoslanUniversiti Brunei Darussalam1
Doni RopawandiNational University of Malaysia1
Hazrati Binti HusninNational University of Malaysia1
Lilia Ellany MohtarNational University of Malaysia1
Muhammad SyukriUniversitas Syiah Kuala1
S SoewarnoUniversitas Syiah Kuala1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Impact of Integrating Science and Engineering Teaching Approach on Students Achievement: A Meta Analysis</dc:title>
	<dc:creator>Arshad, A. M.</dc:creator>
	<dc:creator>Halim, L.</dc:creator>
	<dc:creator>Nasri, N. M.</dc:creator>
	<dc:subject xml:lang="en-US">integrated STEM; teaching approach; meta analysis</dc:subject>
	<dc:description xml:lang="en-US">STEM teaching approach has attracted the attention of science educators as a panacea in addressing the deteriorating interest in STEM learning. However, the impact of STEM teaching approach on students’ achievement is scarcely discussed. Thus, this study aimed to explore the impact of integrating Science and Engineering teaching approach on the achievement of students. This meta-analysis was conducted systematically on articles published between January 2000 to January 2020 which were retrieved from five databases (EBSCOhost, Emerald, Scopus, Web of Science and ERIC).  Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were applied to ensure a rigorous selection of the desired research articles. The data were then assessed using two online statistical effect size calculators. A total of 14 effect sizes were calculated. The overall mean effect size obtained was of high effect (es=2.61).  The Engineering Design Process (EDP)(es=3.26, high effect) was the most effective teaching approach in enhancing students’ understanding, as opposed to design-based learning.   An implication of the study is that EDP should be the basis for other teaching approaches in SE. Solving and creating tasks encourage application of concepts that then lead to enhancement of achievement.</dc:description>
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	<dc:date>2021-06-30</dc:date>
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	<dc:identifier>10.15294/jpii.v10i2.29839</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 2 (2021): June 2021; 159-170</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
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	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Pendidikan IPA Indonesia</dc:rights>
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