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Thus, regardless of these variables STEAM programs produced medium effect in general. On the other hand, the school level (elementary, middle, and high school), the absence or presence of student products as program requirements, hours of intervention, and sample size did not moderate the effect.
Analysis showed that moderators of the effect were affective measures, thinking skills, character measures, and career aspirations, which meant the studies that measured these variables had more effect than achievement measures. The results showed that the mean effect was medium (effect size = 0.52). Thus, 172 effect sizes from 60 studies were analyzed. Using R packages, we first identified outliers and eliminated them in the analysis of mean effect size.
A total of 63 articles were identified to be appropriate for meta-analysis. We first identified academic journal articles that utilized quasi-experimental design in examining STEAM effects on student learning and presented appropriate data for meta-analysis such as effect size. We examined the areas of effects that the research tested and analyzed overall effect across the research. This study examined overall effect of STEAM programs on student learning through meta-analysis of journal articles published for the past six years.
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