An Analytical Study of the Post-Impact of the Training Program on the STEM Curriculum in Mathematics Education: Its Effect on the Performance of Teachers and Students

Abstract

Reem Nasser Saleh Al-Anzi

This research presents a meta-analytical study to evaluate the post-impact of training programs on the STEM (Science, Technology, Engineering, and Mathematics) curriculum in mathematics education, focusing on its effect on the performance of both teachers and students. Addressing the need for educational reform in response to the Fourth Industrial Revolution, the study synthesizes findings from existing research to provide a clear understanding of the STEM approach's effectiveness and challenges. The methodology involved a meta-analysis of five descriptive studies conducted in the Kingdom of Saudi Arabia between 2017 and 2023, sourced from the "Al-Manzouma" Arabic database. Specific inclusion and exclusion criteria were applied to select relevant studies for analysis.

The quantitative analysis revealed a very large and statistically significant effect size (Cohen’s d = 4.34; Eta squared η2 = 0.81320) for the STEM approach as an independent variable in teaching mathematics, indicating its substantial positive impact on learning outcomes. However, the analysis also identified a very high level of heterogeneity between the studies (I2 = 94.15%), suggesting that the effectiveness of the STEM approach varies considerably due to factors such as study design, sample characteristics, and the specific educational interventions applied. The individual studies analyzed also highlighted significant obstacles faced by teachers in implementing the STEM curriculum, related to the curriculum itself, students, and the school environment. The study concludes by offering recommendations, including specialized teacher training and increased administrative support, to overcome these challenges and enhance the successful implementation of the STEM curriculum in mathematics education.

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