A Meta-Analysis to Gauge the Effectiveness of STEM Informal Project-Based Learning: Investigating the Potential Moderator Variables

Autor/inn/en	Santhosh, Malavika; Farooqi, Hafsa; Ammar, Mohammad; Siby, Nitha; Bhadra, Jolly; Al-Thani, Noora J.; Sellami, Abdellatif; Fatima, Noshin; Ahmad, Zubair
Titel	A Meta-Analysis to Gauge the Effectiveness of STEM Informal Project-Based Learning: Investigating the Potential Moderator Variables
Quelle	In: Journal of Science Education and Technology, 32 (2023) 5, S.671-685 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahmad, Zubair)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-023-10063-y
Schlagwörter	Active Learning; Student Projects; STEM Education; Informal Education; Achievement Gains; Instructional Effectiveness; Teaching Methods; Evaluation Methods; Class Size; Geographic Location + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; STEM; Informelle Bildung; Nichtformale Bildung; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengröße
Abstract	In recent decades, informal project-based learning (PjBL) for science, technology, engineering, and mathematics (STEM) education has gained immense significance. Though some meta-analytical studies have reported the effectiveness of PjBL models, none of them has been explicit for informal PjBL models executed for school students in STEM education. Therefore, this meta-analytical study sought to investigate the effect of the informal PjBL model on students' learning gains when compared to the traditional classroom setting. The study also intends to explore the effect of potential moderator variables that might impact the effectiveness of the model. For this, a systematic review aligning to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology has been employed, by incorporating 26 peer-reviewed empirical studies, encompassing data from 3202 students from eight countries. The meta-analytical results revealed overall moderate effectiveness (d = 0.248, p < 0.001), indicating that informal PjBL has moderately significant effects on students' gains when compared to the traditional classroom setting. Correspondingly the moderator analysis revealed that the overall effectiveness of informal PjBL was influenced by the teaching model, assessment method, students' group size, and course duration. However, the participants' educational level and study location (country) did not emerge as being significant. This study contributes to the bulk of literature that can help academicians to design, develop and implement effective STEM-based informal PjBL models, with special consideration for influential variables (teaching method, assessment method, grade, location, course duration, group size, and subject area). (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01