Evidence of STEM enactment effectiveness in Asian student learning outcomes

 STEM實施對亞洲學生學習成果有效性的證據

摘要

This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students’ learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused on the students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation. The analysis results of effect sizes showed that the STEM enactments in Asia were effective at a moderate level (0.69 [0.58, 0.81 of 95% CI]) of improving students’ learning outcomes. Sequentially, the effectiveness of STEM enactment starts from students’ higher-order thinking skills, moves to students’ academic learning achievement, and ends with the motivation. In addition, STEM enactments in Asia were carried out with several variations where STEM integrated with project-based learning was preferred. The recommendations of this study include a combination of the learning approach, learning orientation, and duration of instruction, all of which contribute to the STEM enactment effectiveness and maximize results in STEM education. Some practical implications, such as the central role of the teacher during the STEM enactment, are extensively discussed. This study supports that STEM education is a universally crucial tool which effectively prepares students from various national and cultural backgrounds, across Asia, toward improved learning outcomes.

作者關鍵字

Asia; Learning outcome; STEM education; STEM effectiveness

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究重點	To evaluate the effectiveness of STEM enactments in improving Asian students' academic learning achievement, higher-order thinking skills (HOTS), and motivation through systematic review and meta-analysis.	透過系統性回顧與統合分析評估STEM實施對提升亞洲學生學業成就、高階思維技能（HOTS）和學習動機的有效性。
研究方法	A meta-analysis of 54 studies involving 4,768 students. Data sources included journal articles, conference papers, and dissertations focusing on STEM-related learning outcomes in Asian countries.	對54篇研究進行統合分析，涉及4768名學生。數據來源包括期刊文章、會議論文和論文，聚焦於亞洲國家中與STEM相關的學習成果。
主要結果	1. STEM enactments had a moderate effect on learning outcomes (effect size: 0.69).2. HOTS showed the largest improvement, followed by academic achievement and motivation.3. Project-based learning was the most effective approach for STEM integration.	1. STEM實施對學習成果有中等效果（效應值：0.69）。2. 高階思維技能改善最大，其次是學業成就與學習動機。3. 基於專案的學習是STEM整合中最有效的教學方法。
實務建議	1. Combine STEM with culturally responsive pedagogy.2. Focus on integrating hands-on activities to enhance HOTS.3. Use sufficient instructional time (>2 hours per session).	1. 將STEM與文化回應性教學法相結合。2. 專注於整合實作活動以提升高階思維技能。3. 使用足夠的教學時間（每次課程超過2小時）。
未來研究方向	1. Investigate teachers' perceptions and knowledge about STEM in Asian contexts.2. Adapt STEM curricula to diverse cultural and geographical conditions.3. Study the long-term impact of STEM education on career readiness.	1. 探索教師在亞洲情境中對STEM的看法與知識。2. 調整STEM課程以適應多元文化與地理條件。3. 研究STEM教育對職業準備的長期影響。

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Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), Article 36. https://doi.org/10.1186/s40594-020-00236-1

THE SURVEY STUDY OF MATHEMATICS MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MMSLQ) FOR GRADE 10–12 TAIWANESE STUDENTS

 台灣高一至高三學生數學學習動機與策略問卷調查研究

摘要

This study draws attention in understanding senior high and vocational school students' mathematics learning motivation and strategies. While Taiwan students have good mathematics performance in international competition but they have low confidence in learning mathematics well. Two questionnaires about motivation and learning strategies were developed based on Motivational Strategies for Learning Questionnaire (MSLQ), and were issued to 1,282 participants. The results show that the students have weak motivation and a less usage rate of learning strategies in learning mathematics. Besides, the result showed that the students went to cram school showed higher motivation for learning mathematics, and the students went to cram school also used learning strategies better than the students didn't go to cram school. Also, male students showed higher motivation for learning mathematics, and male students also used learning strategies better than female students.

作者關鍵字

Adaptation of MSLQ; Confirmatory factor analysis; Learning strategies; Motivation; MSLQ

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study investigates the mathematics learning motivation and strategies of senior high and vocational school students in Taiwan, focusing on the impact of cram school attendance and gender differences.	本研究探討台灣高中及職業學校學生的數學學習動機與策略，特別聚焦於補習參與及性別差異的影響。
研究方法	A questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 1,282 students in Miaoli County. Statistical analyses such as t-tests and factor analysis were used.	本研究採用改編自「學習動機與策略問卷」(MSLQ) 的調查問卷，對苗栗縣1,282名學生進行調查，並採用t檢定和因子分析等統計方法進行分析。
主要結果	1. Students attending cram schools showed higher motivation and better use of learning strategies.2. Male students had higher motivation and used more effective strategies than females.3. Time management and internet use were underutilized by all students.	1. 參與補習的學生在動機與學習策略使用上表現較好。2. 男生在學習動機和策略的使用上優於女生。3. 所有學生在時間管理與網路使用方面使用不足。
討論與建議	Teachers should focus on building students’ confidence, particularly among females. Providing guidance on time management and the effective use of online resources is crucial.	教師應注重建立學生的自信心，尤其是女生。同時，應指導學生如何有效管理時間及利用網路資源。
未來研究方向	1. Investigate the long-term impact of cram schools on academic performance.2. Explore cultural influences on learning strategies.3. Study interventions to improve female students’ confidence and strategy use.	1. 探討補習對學業表現的長期影響。2. 探索文化對學習策略的影響。3. 研究提升女生自信心與策略使用的干預措施。

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Liu, E. Z.-F., & Lin, C.-H. (2010). The survey study of mathematics motivated strategies for learning questionnaire (MMSLQ) for grade 10–12 Taiwanese students. The Turkish Online Journal of Educational Technology, 9(2), 221–233. Retrieved from http://www.tojet.net/articles/v9i2/9223.pdf