The Effectiveness of Using STEM Strategy on Improving Problem-Solving Skills For K-12 Students: Meta-Analysis


  • Farah Abu Atieh Qatar University, Qatar
  • Asma Abdurahim Qatar University, Qatar
  • Asma Tiah Qatar University, Qatar
  • Basma AlTairi Qatar University, Qatar
  • Saba Qadhi Qatar University, Qatar


STEM strategy, Problem-solving skills, critical thinking, Project-based learning, Teaching method, and Teachers' Education.


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.




How to Cite

Farah Abu Atieh, Asma Abdurahim, Asma Tiah, Basma AlTairi, & Saba Qadhi. (2024). The Effectiveness of Using STEM Strategy on Improving Problem-Solving Skills For K-12 Students: Meta-Analysis. Kurdish Studies, 12(1), 4540–4557. Retrieved from