A Review of Research on the Impact of Active Learning Strategies on the STEM (Science, Technology, Engineering, and Mathematics) Academic Performance of Asian Students

• Hung Lam ·Raycelle

  English

  Author

• C. · Ezeamuzie

  English

  Author

The goal of this research is to compile all available information on how active learning impacts the STEM (science,
technology, engineering, and mathematics) performance of Asian students. This extensive meta-analysis study examines the
effects of different active learning approaches and instructional methods on the performance of Asian students in STEM-
related subjects. The approaches include discovery-based, problem-based, collaborative, experiential, and activity-based
learning. We used search keywords and dates to search the Scopus electronic bibliographic database for relevant papers that
fulfilled our inclusion criteria. Asian students' exposure to any active learning intervention in STEM-related courses was a
primary requirement for research to be included in this meta-analysis. Research studies were evaluated when they met the
inclusion criteria. in order to retrieve info. A meta-analysis was conducted using 2810 full-text peer-reviewed studies
published between 2000 and 2020, with 38 of those papers meeting the inclusion criteria. A thorough and systematic
evaluation was conducted utilizing the gathered data to determine effect sizes between the experimental (n = 2230) and
control (n = 2510) groups. The data was analyzed using means and standard deviations. A effect size of 0.6596 was found
using the study means and standard deviations, which is considered pretty substantial. A much larger mean impact size was
found when comparing pre- and post-test results, suggesting that active learning improved the STEM performance of Asian
students. Based on the results of the meta-analysis, this research sheds light on how active learning impacts the STEM
performance of Asian students. Lastly, we talk about how these results are important and relevant to where the study should
go from here.

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