The Effectiveness of Using STEM Strategy on Improving Problem-Solving Skills For K-12 Students: Meta-Analysis
Qatar University, Qatar
Asma Abdurahim
Qatar University, Qatar
Asma Tiah
Qatar University, Qatar
Basma AlTairi
Qatar University, Qatar
Saba Qadhi
Qatar University, Qatar
Abstract
The integration of STEM (Science, Technology, Engineering, and Mathematics) education is increasingly recognized for its potential to enhance problem-solving skills among K-12 students. This meta-analysis synthesizes findings from 18 diverse studies—spanning qualitative, quantitative, and mixed-methods approaches and various national contexts—to evaluate the effectiveness of STEM education in improving these critical skills. The studies, covering periods before, during, and after the COVID-19 pandemic, consistently affirm the positive impact of STEM pedagogy on students' problem-solving abilities. Additionally, this research explores the specific role of project-based learning (PBL) within STEM education, aiming to determine how much this teaching strategy can further augment students' problem-solving competencies. The results highlight the significant benefits of employing STEM strategies in general classroom settings and within PBL contexts in fostering enhanced problem-solving and critical thinking skills among K-12 students. This study contributes to the ongoing discourse on educational strategies, underscoring the value of STEM education in preparing students to tackle complex problems effectively.