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55 Brilliant Research Topics For STEM Students

Primarily, STEM is an acronym for Science, Technology, Engineering, and Mathematics. It’s a study program that weaves all four disciplines for cross-disciplinary knowledge to solve scientific problems. STEM touches across a broad array of subjects as STEM students are required to gain mastery of four disciplines.

As a project-based discipline, STEM has different stages of learning. The program operates like other disciplines, and as such, STEM students embrace knowledge depending on their level. Since it’s a discipline centered around innovation, students undertake projects regularly. As a STEM student, your project could either be to build or write on a subject. Your first plan of action is choosing a topic if it’s written. After selecting a topic, you’ll need to determine how long a thesis statement should be .

Given that topic is essential to writing any project, this article focuses on research topics for STEM students. So, if you’re writing a STEM research paper or write my research paper , below are some of the best research topics for STEM students.

List of Research Topics For STEM Students

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Several research topics can be formulated in this field. They cut across STEM science, engineering, technology, and math. Here is a list of good research topics for STEM students.

• The effectiveness of online learning over physical learning
• The rise of metabolic diseases and their relationship to increased consumption
• How immunotherapy can improve prognosis in Covid-19 progression

For your quantitative research in STEM, you’ll need to learn how to cite a thesis MLA for the topic you’re choosing. Below are some of the best quantitative research topics for STEM students.

• A study of the effect of digital technology on millennials
• A futuristic study of a world ruled by robotics
• A critical evaluation of the future demand in artificial intelligence

There are several practical research topics for STEM students. However, if you’re looking for qualitative research topics for STEM students, here are topics to explore.

• An exploration into how microbial factories result in the cause shortage in raw metals
• An experimental study on the possibility of older-aged men passing genetic abnormalities to children
• A critical evaluation of how genetics could be used to help humans live healthier and longer.

Experimental research in STEM is a scientific research methodology that uses two sets of variables. They are dependent and independent variables that are studied under experimental research. Experimental research topics in STEM look into areas of science that use data to derive results.

Below are easy experimental research topics for STEM students.

• A study of nuclear fusion and fission
• An evaluation of the major drawbacks of Biotechnology in the pharmaceutical industry
• A study of single-cell organisms and how they’re capable of becoming an intermediary host for diseases causing bacteria

Unlike experimental research, non-experimental research lacks the interference of an independent variable. Non-experimental research instead measures variables as they naturally occur. Below are some non-experimental quantitative research topics for STEM students.

• Impacts of alcohol addiction on the psychological life of humans
• The popularity of depression and schizophrenia amongst the pediatric population
• The impact of breastfeeding on the child’s health and development

STEM learning and knowledge grow in stages. The older students get, the more stringent requirements are for their STEM research topic. There are several capstone topics for research for STEM students .

Below are some simple quantitative research topics for stem students.

• How population impacts energy-saving strategies
• The application of an Excel table processor capabilities for cost calculation
•  A study of the essence of science as a sphere of human activity

Correlations research is research where the researcher measures two continuous variables. This is done with little or no attempt to control extraneous variables but to assess the relationship. Here are some sample research topics for STEM students to look into bearing in mind how to cite a thesis APA style for your project.

• Can pancreatic gland transplantation cure diabetes?
• A study of improved living conditions and obesity
• An evaluation of the digital currency as a valid form of payment and its impact on banking and economy

There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students.

• A study of protease inhibitor and how it operates
• A study of how men’s exercise impacts DNA traits passed to children
• A study of the future of commercial space flight

If you’re looking for a simple research topic, below are easy research topics for STEM students.

• How can the problem of Space junk be solved?
• Can meteorites change our view of the universe?
• Can private space flight companies change the future of space exploration?

For your top 10 research topics for STEM students, here are interesting topics for STEM students to consider.

• A comparative study of social media addiction and adverse depression
• The human effect of the illegal use of formalin in milk and food preservation
• An evaluation of the human impact on the biosphere and its results
• A study of how fungus affects plant growth
• A comparative study of antiviral drugs and vaccine
• A study of the ways technology has improved medicine and life science
• The effectiveness of Vitamin D among older adults for disease prevention
• What is the possibility of life on other planets?
• Effects of Hubble Space Telescope on the universe
• A study of important trends in medicinal chemistry research

Below are possible research topics for STEM students about plants:

• How do magnetic fields impact plant growth?
• Do the different colors of light impact the rate of photosynthesis?
• How can fertilizer extend plant life during a drought?

Below are some examples of quantitative research topics for STEM students in grade 11.

• A study of how plants conduct electricity
• How does water salinity affect plant growth?
• A study of soil pH levels on plants

Here are some of the best qualitative research topics for STEM students in grade 12.

• An evaluation of artificial gravity and how it impacts seed germination
• An exploration of the steps taken to develop the Covid-19 vaccine
• Personalized medicine and the wave of the future

Here are topics to consider for your STEM-related research topics for high school students.

• A study of stem cell treatment
• How can molecular biological research of rare genetic disorders help understand cancer?
• How Covid-19 affects people with digestive problems

Below are some survey topics for qualitative research for stem students.

• How does Covid-19 impact immune-compromised people?
• Soil temperature and how it affects root growth
• Burned soil and how it affects seed germination

Here are some descriptive research topics for STEM students in senior high.

• The scientific information concept and its role in conducting scientific research
• The role of mathematical statistics in scientific research
• A study of the natural resources contained in oceans

Final Words About Research Topics For STEM Students

STEM topics cover areas in various scientific fields, mathematics, engineering, and technology. While it can be tasking, reducing the task starts with choosing a favorable topic. If you require external assistance in writing your STEM research, you can seek professional help from our experts.

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200+ Experimental Quantitative Research Topics For STEM Students In 2023

STEM stands for Science, Technology, Engineering, and Math, but these are not the only subjects we learn in school. STEM is like a treasure chest of skills that help students become great problem solvers, ready to tackle the real world’s challenges.

In this blog, we are here to explore the world of Research Topics for STEM Students. We will break down what STEM really means and why it is so important for students. In addition, we will give you the lowdown on how to pick a fascinating research topic. We will explain a list of 200+ Experimental Quantitative Research Topics For STEM Students.

And when it comes to writing a research title, we will guide you step by step. So, stay with us as we unlock the exciting world of STEM research – it is not just about grades; it is about growing smarter, more confident, and happier along the way.

What Is STEM?

Table of Contents

STEM is Science, Technology, Engineering, and Mathematics. It is a way of talking about things like learning, jobs, and activities related to these four important subjects. Science is about understanding the world around us, technology is about using tools and machines to solve problems, engineering is about designing and building things, and mathematics is about numbers and solving problems with them. STEM helps us explore, discover, and create cool stuff that makes our world better and more exciting.

Why STEM Research Is Important?

STEM research is important because it helps us learn new things about the world and solve problems. When scientists, engineers, and mathematicians study these subjects, they can discover cures for diseases, create new technology that makes life easier, and build things that help us live better. It is like a big puzzle where we put together pieces of knowledge to make our world safer, healthier, and more fun.

• STEM research leads to new discoveries and solutions.
• It helps find cures for diseases.
• STEM technology makes life easier.
• Engineers build things that improve our lives.
• Mathematics helps us understand and solve complex problems.

How to Choose a Topic for STEM Research Paper

Here are some steps to choose a topic for STEM Research Paper:

Step 1: Identify Your Interests

Think about what you like and what excites you in science, technology, engineering, or math. It could be something you learned in school, saw in the news, or experienced in your daily life. Choosing a topic you’re passionate about makes the research process more enjoyable.

Step 2: Research Existing Topics

Look up different STEM research areas online, in books, or at your library. See what scientists and experts are studying. This can give you ideas and help you understand what’s already known in your chosen field.

Step 3: Consider Real-World Problems

Think about the problems you see around you. Are there issues in your community or the world that STEM can help solve? Choosing a topic that addresses a real-world problem can make your research impactful.

Step 4: Talk to Teachers and Mentors

Discuss your interests with your teachers, professors, or mentors. They can offer guidance and suggest topics that align with your skills and goals. They may also provide resources and support for your research.

Step 5: Narrow Down Your Topic

Once you have some ideas, narrow them down to a specific research question or project. Make sure it’s not too broad or too narrow. You want a topic that you can explore in depth within the scope of your research paper.

Here we will discuss 200+ Experimental Quantitative Research Topics For STEM Students: 

Qualitative Research Topics for STEM Students:

Qualitative research focuses on exploring and understanding phenomena through non-numerical data and subjective experiences. Here are 10 qualitative research topics for STEM students:

• Exploring the experiences of female STEM students in overcoming gender bias in academia.
• Understanding the perceptions of teachers regarding the integration of technology in STEM education.
• Investigating the motivations and challenges of STEM educators in underprivileged schools.
• Exploring the attitudes and beliefs of parents towards STEM education for their children.
• Analyzing the impact of collaborative learning on student engagement in STEM subjects.
• Investigating the experiences of STEM professionals in bridging the gap between academia and industry.
• Understanding the cultural factors influencing STEM career choices among minority students.
• Exploring the role of mentorship in the career development of STEM graduates.
• Analyzing the perceptions of students towards the ethics of emerging STEM technologies like AI and CRISPR.
• Investigating the emotional well-being and stress levels of STEM students during their academic journey.

Easy Experimental Research Topics for STEM Students:

These experimental research topics are relatively straightforward and suitable for STEM students who are new to research:

•  Measuring the effect of different light wavelengths on plant growth.
•  Investigating the relationship between exercise and heart rate in various age groups.
•  Testing the effectiveness of different insulating materials in conserving heat.
•  Examining the impact of pH levels on the rate of chemical reactions.
•  Studying the behavior of magnets in different temperature conditions.
•  Investigating the effect of different concentrations of a substance on bacterial growth.
•  Testing the efficiency of various sunscreen brands in blocking UV radiation.
•  Measuring the impact of music genres on concentration and productivity.
•  Examining the correlation between the angle of a ramp and the speed of a rolling object.
•  Investigating the relationship between the number of blades on a wind turbine and energy output.

Research Topics for STEM Students in the Philippines:

These research topics are tailored for STEM students in the Philippines:

•  Assessing the impact of climate change on the biodiversity of coral reefs in the Philippines.
•  Studying the potential of indigenous plants in the Philippines for medicinal purposes.
•  Investigating the feasibility of harnessing renewable energy sources like solar and wind in rural Filipino communities.
•  Analyzing the water quality and pollution levels in major rivers and lakes in the Philippines.
•  Exploring sustainable agricultural practices for small-scale farmers in the Philippines.
•  Assessing the prevalence and impact of dengue fever outbreaks in urban areas of the Philippines.
•  Investigating the challenges and opportunities of STEM education in remote Filipino islands.
•  Studying the impact of typhoons and natural disasters on infrastructure resilience in the Philippines.
•  Analyzing the genetic diversity of endemic species in the Philippine rainforests.
•  Assessing the effectiveness of disaster preparedness programs in Philippine communities.

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Good Research Topics for STEM Students:

These research topics are considered good because they offer interesting avenues for investigation and learning:

•  Developing a low-cost and efficient water purification system for rural communities.
•  Investigating the potential use of CRISPR-Cas9 for gene therapy in genetic disorders.
•  Studying the applications of blockchain technology in securing medical records.
•  Analyzing the impact of 3D printing on customized prosthetics for amputees.
•  Exploring the use of artificial intelligence in predicting and preventing forest fires.
•  Investigating the effects of microplastic pollution on aquatic ecosystems.
•  Analyzing the use of drones in monitoring and managing agricultural crops.
•  Studying the potential of quantum computing in solving complex optimization problems.
•  Investigating the development of biodegradable materials for sustainable packaging.
•  Exploring the ethical implications of gene editing in humans.

Unique Research Topics for STEM Students:

Unique research topics can provide STEM students with the opportunity to explore unconventional and innovative ideas. Here are 10 unique research topics for STEM students:

•  Investigating the use of bioluminescent organisms for sustainable lighting solutions.
•  Studying the potential of using spider silk proteins for advanced materials in engineering.
•  Exploring the application of quantum entanglement for secure communication in the field of cryptography.
•  Analyzing the feasibility of harnessing geothermal energy from underwater volcanoes.
•  Investigating the use of CRISPR-Cas12 for rapid and cost-effective disease diagnostics.
•  Studying the interaction between artificial intelligence and human creativity in art and music generation.
•  Exploring the development of edible packaging materials to reduce plastic waste.
•  Investigating the impact of microgravity on cellular behavior and tissue regeneration in space.
•  Analyzing the potential of using sound waves to detect and combat invasive species in aquatic ecosystems.
•  Studying the use of biotechnology in reviving extinct species, such as the woolly mammoth.

Experimental Research Topics for STEM Students in the Philippines

Research topics for STEM students in the Philippines can address specific regional challenges and opportunities. Here are 10 experimental research topics for STEM students in the Philippines:

• Assessing the effectiveness of locally sourced materials for disaster-resilient housing construction in typhoon-prone areas.
• Investigating the utilization of indigenous plants for natural remedies in Filipino traditional medicine.
• Studying the impact of volcanic soil on crop growth and agriculture in volcanic regions of the Philippines.
• Analyzing the water quality and purification methods in remote island communities.
• Exploring the feasibility of using bamboo as a sustainable construction material in the Philippines.
• Investigating the potential of using solar stills for freshwater production in water-scarce regions.
• Studying the effects of climate change on the migration patterns of bird species in the Philippines.
• Analyzing the growth and sustainability of coral reefs in marine protected areas.
• Investigating the utilization of coconut waste for biofuel production.
• Studying the biodiversity and conservation efforts in the Tubbataha Reefs Natural Park.

Capstone Research Topics for STEM Students in the Philippines:

Capstone research projects are often more comprehensive and can address real-world issues. Here are 10 capstone research topics for STEM students in the Philippines:

• Designing a low-cost and sustainable sanitation system for informal settlements in urban Manila.
• Developing a mobile app for monitoring and reporting natural disasters in the Philippines.
• Assessing the impact of climate change on the availability and quality of drinking water in Philippine cities.
• Designing an efficient traffic management system to address congestion in major Filipino cities.
• Analyzing the health implications of air pollution in densely populated urban areas of the Philippines.
• Developing a renewable energy microgrid for off-grid communities in the archipelago.
• Assessing the feasibility of using unmanned aerial vehicles (drones) for agricultural monitoring in rural Philippines.
• Designing a low-cost and sustainable aquaponics system for urban agriculture.
• Investigating the potential of vertical farming to address food security in densely populated urban areas.
• Developing a disaster-resilient housing prototype suitable for typhoon-prone regions.

Experimental Quantitative Research Topics for STEM Students:

Experimental quantitative research involves the collection and analysis of numerical data to conclude. Here are 10 Experimental Quantitative Research Topics For STEM Students interested in experimental quantitative research:

• Examining the impact of different fertilizers on crop yield in agriculture.
• Investigating the relationship between exercise and heart rate among different age groups.
• Analyzing the effect of varying light intensities on photosynthesis in plants.
• Studying the efficiency of various insulation materials in reducing building heat loss.
• Investigating the relationship between pH levels and the rate of corrosion in metals.
• Analyzing the impact of different concentrations of pollutants on aquatic ecosystems.
• Examining the effectiveness of different antibiotics on bacterial growth.
• Trying to figure out how temperature affects how thick liquids are.
• Finding out if there is a link between the amount of pollution in the air and lung illnesses in cities.
• Analyzing the efficiency of solar panels in converting sunlight into electricity under varying conditions.

Descriptive Research Topics for STEM Students

Descriptive research aims to provide a detailed account or description of a phenomenon. Here are 10 topics for STEM students interested in descriptive research:

• Describing the physical characteristics and behavior of a newly discovered species of marine life.
• Documenting the geological features and formations of a particular region.
• Creating a detailed inventory of plant species in a specific ecosystem.
• Describing the properties and behavior of a new synthetic polymer.
• Documenting the daily weather patterns and climate trends in a particular area.
• Providing a comprehensive analysis of the energy consumption patterns in a city.
• Describing the structural components and functions of a newly developed medical device.
• Documenting the characteristics and usage of traditional construction materials in a region.
• Providing a detailed account of the microbiome in a specific environmental niche.
• Describing the life cycle and behavior of a rare insect species.

Research Topics for STEM Students in the Pandemic:

The COVID-19 pandemic has raised many research opportunities for STEM students. Here are 10 research topics related to pandemics:

• Analyzing the effectiveness of various personal protective equipment (PPE) in preventing the spread of respiratory viruses.
• Studying the impact of lockdown measures on air quality and pollution levels in urban areas.
• Investigating the psychological effects of quarantine and social isolation on mental health.
• Analyzing the genomic variation of the SARS-CoV-2 virus and its implications for vaccine development.
• Studying the efficacy of different disinfection methods on various surfaces.
• Investigating the role of contact tracing apps in tracking & controlling the spread of infectious diseases.
• Analyzing the economic impact of the pandemic on different industries and sectors.
• Studying the effectiveness of remote learning in STEM education during lockdowns.
• Investigating the social disparities in healthcare access during a pandemic.
• Analyzing the ethical considerations surrounding vaccine distribution and prioritization.

Research Topics for STEM Students Middle School

Research topics for middle school STEM students should be engaging and suitable for their age group. Here are 10 research topics:

• Investigating the growth patterns of different types of mold on various food items.
• Studying the negative effects of music on plant growth and development.
• Analyzing the relationship between the shape of a paper airplane and its flight distance.
• Investigating the properties of different materials in making effective insulators for hot and cold beverages.
• Studying the effect of salt on the buoyancy of different objects in water.
• Analyzing the behavior of magnets when exposed to different temperatures.
• Investigating the factors that affect the rate of ice melting in different environments.
• Studying the impact of color on the absorption of heat by various surfaces.
• Analyzing the growth of crystals in different types of solutions.
• Investigating the effectiveness of different natural repellents against common pests like mosquitoes.

Technology Research Topics for STEM Students

Technology is at the forefront of STEM fields. Here are 10 research topics for STEM students interested in technology:

• Developing and optimizing algorithms for autonomous drone navigation in complex environments.
• Exploring the use of blockchain technology for enhancing the security and transparency of supply chains.
• Investigating the applications of virtual reality (VR) and augmented reality (AR) in medical training and surgery simulations.
• Studying the potential of 3D printing for creating personalized prosthetics and orthopedic implants.
• Analyzing the ethical and privacy implications of facial recognition technology in public spaces.
• Investigating the development of quantum computing algorithms for solving complex optimization problems.
• Explaining the use of machine learning and AI in predicting and mitigating the impact of natural disasters.
• Studying the advancement of brain-computer interfaces for assisting individuals with
• disabilities.
• Analyzing the role of wearable technology in monitoring and improving personal health and wellness.
• Investigating the use of robotics in disaster response and search and rescue operations.

Scientific Research Topics for STEM Students

Scientific research encompasses a wide range of topics. Here are 10 research topics for STEM students focusing on scientific exploration:

• Investigating the behavior of subatomic particles in high-energy particle accelerators.
• Studying the ecological impact of invasive species on native ecosystems.
• Analyzing the genetics of antibiotic resistance in bacteria and its implications for healthcare.
• Exploring the physics of gravitational waves and their detection through advanced interferometry.
• Investigating the neurobiology of memory formation and retention in the human brain.
• Studying the biodiversity and adaptation of extremophiles in harsh environments.
• Analyzing the chemistry of deep-sea hydrothermal vents and their potential for life beyond Earth.
• Exploring the properties of superconductors and their applications in technology.
• Investigating the mechanisms of stem cell differentiation for regenerative medicine.
• Studying the dynamics of climate change and its impact on global ecosystems.

Interesting Research Topics for STEM Students:

Engaging and intriguing research topics can foster a passion for STEM. Here are 10 interesting research topics for STEM students:

• Exploring the science behind the formation of auroras and their cultural significance.
• Investigating the mysteries of dark matter and dark energy in the universe.
• Studying the psychology of decision-making in high-pressure situations, such as sports or
• emergencies.
• Analyzing the impact of social media on interpersonal relationships and mental health.
• Exploring the potential for using genetic modification to create disease-resistant crops.
• Investigating the cognitive processes involved in solving complex puzzles and riddles.
• Studying the history and evolution of cryptography and encryption methods.
• Analyzing the physics of time travel and its theoretical possibilities.
• Exploring the role of Artificial Intelligence in creating art and music.
• Investigating the science of happiness and well-being, including factors contributing to life satisfaction.

Practical Research Topics for STEM Students

Practical research often leads to real-world solutions. Here are 10 practical research topics for STEM students:

• Developing an affordable and sustainable water purification system for rural communities.
• Designing a low-cost, energy-efficient home heating and cooling system.
• Investigating strategies for reducing food waste in the supply chain and households.
• Studying the effectiveness of eco-friendly pest control methods in agriculture.
• Analyzing the impact of renewable energy integration on the stability of power grids.
• Developing a smartphone app for early detection of common medical conditions.
• Investigating the feasibility of vertical farming for urban food production.
• Designing a system for recycling and upcycling electronic waste.
• Studying the environmental benefits of green roofs and their potential for urban heat island mitigation.
• Analyzing the efficiency of alternative transportation methods in reducing carbon emissions.

Experimental Research Topics for STEM Students About Plants

Plants offer a rich field for experimental research. Here are 10 experimental research topics about plants for STEM students:

• Investigating the effect of different light wavelengths on plant growth and photosynthesis.
• Studying the impact of various fertilizers and nutrient solutions on crop yield.
• Analyzing the response of plants to different types and concentrations of plant hormones.
• Investigating the role of mycorrhizal in enhancing nutrient uptake in plants.
• Studying the effects of drought stress and water scarcity on plant physiology and adaptation mechanisms.
• Analyzing the influence of soil pH on plant nutrient availability and growth.
• Investigating the chemical signaling and defense mechanisms of plants against herbivores.
• Studying the impact of environmental pollutants on plant health and genetic diversity.
• Analyzing the role of plant secondary metabolites in pharmaceutical and agricultural applications.
• Investigating the interactions between plants and beneficial microorganisms in the rhizosphere.

Qualitative Research Topics for STEM Students in the Philippines

Qualitative research in the Philippines can address local issues and cultural contexts. Here are 10 qualitative research topics for STEM students in the Philippines:

• Exploring indigenous knowledge and practices in sustainable agriculture in Filipino communities.
• Studying the perceptions and experiences of Filipino fishermen in coping with climate change impacts.
• Analyzing the cultural significance and traditional uses of medicinal plants in indigenous Filipino communities.
• Investigating the barriers and facilitators of STEM education access in remote Philippine islands.
• Exploring the role of traditional Filipino architecture in natural disaster resilience.
• Studying the impact of indigenous farming methods on soil conservation and fertility.
• Analyzing the cultural and environmental significance of mangroves in coastal Filipino regions.
• Investigating the knowledge and practices of Filipino healers in treating common ailments.
• Exploring the cultural heritage and conservation efforts of the Ifugao rice terraces.
• Studying the perceptions and practices of Filipino communities in preserving marine biodiversity.

Science Research Topics for STEM Students

Science offers a diverse range of research avenues. Here are 10 science research topics for STEM students:

• Investigating the potential of gene editing techniques like CRISPR-Cas9 in curing genetic diseases.
• Studying the ecological impacts of species reintroduction programs on local ecosystems.
• Analyzing the effects of microplastic pollution on aquatic food webs and ecosystems.
• Investigating the link between air pollution and respiratory health in urban populations.
• Studying the role of epigenetics in the inheritance of acquired traits in organisms.
• Analyzing the physiology and adaptations of extremophiles in extreme environments on Earth.
• Investigating the genetics of longevity and factors influencing human lifespan.
• Studying the behavioral ecology and communication strategies of social insects.
• Analyzing the effects of deforestation on global climate patterns and biodiversity loss.
• Investigating the potential of synthetic biology in creating bioengineered organisms for beneficial applications.

Correlational Research Topics for STEM Students

Correlational research focuses on relationships between variables. Here are 10 correlational research topics for STEM students:

• Analyzing the correlation between dietary habits and the incidence of chronic diseases.
• Studying the relationship between exercise frequency and mental health outcomes.
• Investigating the correlation between socioeconomic status and access to quality healthcare.
• Analyzing the link between social media usage and self-esteem in adolescents.
• Studying the correlation between academic performance and sleep duration among students.
• Investigating the relationship between environmental factors and the prevalence of allergies.
• Analyzing the correlation between technology use and attention span in children.
• Studying how environmental factors are related to the frequency of allergies.
• Investigating the link between parental involvement in education and student achievement.
• Analyzing the correlation between temperature fluctuations and wildlife migration patterns.

Quantitative Research Topics for STEM Students in the Philippines

Quantitative research in the Philippines can address specific regional issues. Here are 10 quantitative research topics for STEM students in the Philippines

• Analyzing the impact of typhoons on coastal erosion rates in the Philippines.
• Studying the quantitative effects of land use change on watershed hydrology in Filipino regions.
• Investigating the quantitative relationship between deforestation and habitat loss for endangered species.
• Analyzing the quantitative patterns of marine biodiversity in Philippine coral reef ecosystems.
• Studying the quantitative assessment of water quality in major Philippine rivers and lakes.
• Investigating the quantitative analysis of renewable energy potential in specific Philippine provinces.
• Analyzing the quantitative impacts of agricultural practices on soil health and fertility.
• Studying the quantitative effectiveness of mangrove restoration in coastal protection in the Philippines.
• Investigating the quantitative evaluation of indigenous agricultural practices for sustainability.
• Analyzing the quantitative patterns of air pollution and its health impacts in urban Filipino areas.

Things That Must Keep In Mind While Writing Quantitative Research Title 

Here are a few things that must be kept in mind while writing a quantitative research:

1. Be Clear and Precise

Make sure your research title is clear and says exactly what your study is about. People should easily understand the topic and goals of your research by reading the title.

2. Use Important Words

Include words that are crucial to your research, like the main subjects, who you’re studying, and how you’re doing your research. This helps others find your work and understand what it’s about.

3. Avoid Confusing Words

Stay away from words that might confuse people. Your title should be easy to grasp, even if someone isn’t an expert in your field.

4. Show Your Research Approach

Tell readers what kind of research you did, like experiments or surveys. This gives them a hint about how you conducted your study.

5. Match Your Title with Your Research Questions

Make sure your title matches the questions you’re trying to answer in your research. It should give a sneak peek into what your study is all about and keep you on the right track as you work on it.

STEM students, addressing what STEM is and why research matters in this field. It offered an extensive list of research topics , including experimental, qualitative, and regional options, catering to various academic levels and interests. Whether you’re a middle school student or pursuing advanced studies, these topics offer a wealth of ideas. The key takeaway is to choose a topic that resonates with your passion and aligns with your goals, ensuring a successful journey in STEM research. Choose the best Experimental Quantitative Research Topics For Stem Students today!

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Best 151+ Quantitative Research Topics for STEM Students

In today’s rapidly evolving world, STEM (Science, Technology, Engineering, and Mathematics) fields have gained immense significance. For STEM students, engaging in quantitative research is a pivotal aspect of their academic journey. Quantitative research involves the systematic collection and interpretation of numerical data to address research questions or test hypotheses. Choosing the right research topic is essential to ensure a successful and meaningful research endeavor. 

In this blog, we will explore 151+ quantitative research topics for STEM students. Whether you are an aspiring scientist, engineer, or mathematician, this comprehensive list will inspire your research journey. But we understand that the journey through STEM education and research can be challenging at times. That’s why we’re here to support you every step of the way with our Engineering Assignment Help service. 

What is Quantitative Research in STEM?

Table of Contents

Quantitative research is a scientific approach that relies on numerical data and statistical analysis to draw conclusions and make predictions. In STEM fields, quantitative research encompasses a wide range of methodologies, including experiments, surveys, and data analysis. The key characteristics of quantitative research in STEM include:

• Data Collection: Systematic gathering of numerical data through experiments, observations, or surveys.
• Statistical Analysis: Application of statistical techniques to analyze data and draw meaningful conclusions.
• Hypothesis Testing: Testing hypotheses and theories using quantitative data.
• Replicability: The ability to replicate experiments and obtain consistent results.
• Generalizability: Drawing conclusions that can be applied to larger populations or phenomena.

Importance of Quantitative Research Topics for STEM Students

Quantitative research plays a pivotal role in STEM education and research for several reasons:

1. Empirical Evidence

It provides empirical evidence to support or refute scientific theories and hypotheses.

2. Data-Driven Decision-Making

STEM professionals use quantitative research to make informed decisions, from designing experiments to developing new technologies.

3. Innovation

It fuels innovation by providing data-driven insights that lead to the creation of new products, processes, and technologies.

4. Problem Solving

STEM students learn critical problem-solving skills through quantitative research, which are invaluable in their future careers.

5. Interdisciplinary Applications 

Quantitative research transcends STEM disciplines, facilitating collaboration and the tackling of complex, real-world problems.

Also Read: Google Scholar Research Topics

Quantitative Research Topics for STEM Students

Now, let’s explore important quantitative research topics for STEM students:

Biology and Life Sciences

Here are some quantitative research topics in biology and life science:

1. The impact of climate change on biodiversity.

2. Analyzing the genetic basis of disease susceptibility.

3. Studying the effectiveness of vaccines in preventing infectious diseases.

4. Investigating the ecological consequences of invasive species.

5. Examining the role of genetics in aging.

6. Analyzing the effects of pollution on aquatic ecosystems.

7. Studying the evolution of antibiotic resistance.

8. Investigating the relationship between diet and lifespan.

9. Analyzing the impact of deforestation on wildlife.

10. Studying the genetics of cancer development.

11. Investigating the effectiveness of various plant fertilizers.

12. Analyzing the impact of microplastics on marine life.

13. Studying the genetics of human behavior.

14. Investigating the effects of pollution on plant growth.

15. Analyzing the microbiome’s role in human health.

16. Studying the impact of climate change on crop yields.

17. Investigating the genetics of rare diseases.

Let’s get started with some quantitative research topics for stem students in chemistry:

1. Studying the properties of superconductors at different temperatures.

2. Analyzing the efficiency of various catalysts in chemical reactions.

3. Investigating the synthesis of novel polymers with unique properties.

4. Studying the kinetics of chemical reactions.

5. Analyzing the environmental impact of chemical waste disposal.

6. Investigating the properties of nanomaterials for drug delivery.

7. Studying the behavior of nanoparticles in different solvents.

8. Analyzing the use of renewable energy sources in chemical processes.

9. Investigating the chemistry of atmospheric pollutants.

10. Studying the properties of graphene for electronic applications.

11. Analyzing the use of enzymes in industrial processes.

12. Investigating the chemistry of alternative fuels.

13. Studying the synthesis of pharmaceutical compounds.

14. Analyzing the properties of materials for battery technology.

15. Investigating the chemistry of natural products for drug discovery.

16. Analyzing the effects of chemical additives on food preservation.

17. Investigating the chemistry of carbon capture and utilization technologies.

Here are some quantitative research topics in physics for stem students:

1. Investigating the behavior of subatomic particles in high-energy collisions.

2. Analyzing the properties of dark matter and dark energy.

3. Studying the quantum properties of entangled particles.

4. Investigating the dynamics of black holes and their gravitational effects.

5. Analyzing the behavior of light in different mediums.

6. Studying the properties of superfluids at low temperatures.

7. Investigating the physics of renewable energy sources like solar cells.

8. Analyzing the properties of materials at extreme temperatures and pressures.

9. Studying the behavior of electromagnetic waves in various applications.

10. Investigating the physics of quantum computing.

11. Analyzing the properties of magnetic materials for data storage.

12. Studying the behavior of particles in plasma for fusion energy research.

13. Investigating the physics of nanoscale materials and devices.

14. Analyzing the properties of materials for use in semiconductors.

15. Studying the principles of thermodynamics in energy efficiency.

16. Investigating the physics of gravitational waves.

17. Analyzing the properties of materials for use in quantum technologies.

Engineering

Let’s explore some quantitative research topics for stem students in engineering: 

1. Investigating the efficiency of renewable energy systems in urban environments.

2. Analyzing the impact of 3D printing on manufacturing processes.

3. Studying the structural integrity of materials in aerospace engineering.

4. Investigating the use of artificial intelligence in autonomous vehicles.

5. Analyzing the efficiency of water treatment processes in civil engineering.

6. Studying the impact of robotics in healthcare.

7. Investigating the optimization of supply chain logistics using quantitative methods.

8. Analyzing the energy efficiency of smart buildings.

9. Studying the effects of vibration on structural engineering.

10. Investigating the use of drones in agricultural practices.

11. Analyzing the impact of machine learning in predictive maintenance.

12. Studying the optimization of transportation networks.

13. Investigating the use of nanomaterials in electronic devices.

14. Analyzing the efficiency of renewable energy storage systems.

15. Studying the impact of AI-driven design in architecture.

16. Investigating the optimization of manufacturing processes using Industry 4.0 technologies.

17. Analyzing the use of robotics in underwater exploration.

Environmental Science

Here are some top quantitative research topics in environmental science for students:

1. Investigating the effects of air pollution on respiratory health.

2. Analyzing the impact of deforestation on climate change.

3. Studying the biodiversity of coral reefs and their conservation.

4. Investigating the use of remote sensing in monitoring deforestation.

5. Analyzing the effects of plastic pollution on marine ecosystems.

6. Studying the impact of climate change on glacier retreat.

7. Investigating the use of wetlands for water quality improvement.

8. Analyzing the effects of urbanization on local microclimates.

9. Studying the impact of oil spills on aquatic ecosystems.

10. Investigating the use of renewable energy in mitigating greenhouse gas emissions.

11. Analyzing the effects of soil erosion on agricultural productivity.

12. Studying the impact of invasive species on native ecosystems.

13. Investigating the use of bioremediation for soil cleanup.

14. Analyzing the effects of climate change on migratory bird patterns.

15. Studying the impact of land use changes on water resources.

16. Investigating the use of green infrastructure for urban stormwater management.

17. Analyzing the effects of noise pollution on wildlife behavior.

Computer Science

Let’s get started with some simple quantitative research topics for stem students:

1. Investigating the efficiency of machine learning algorithms for image recognition.

2. Analyzing the security of blockchain technology in financial transactions.

3. Studying the impact of quantum computing on cryptography.

4. Investigating the use of natural language processing in chatbots and virtual assistants.

5. Analyzing the effectiveness of cybersecurity measures in protecting sensitive data.

6. Studying the impact of algorithmic trading in financial markets.

7. Investigating the use of deep learning in autonomous robotics.

8. Analyzing the efficiency of data compression algorithms for large datasets.

9. Studying the impact of virtual reality in medical simulations.

10. Investigating the use of artificial intelligence in personalized medicine.

11. Analyzing the effectiveness of recommendation systems in e-commerce.

12. Studying the impact of cloud computing on data storage and processing.

13. Investigating the use of neural networks in predicting disease outbreaks.

14. Analyzing the efficiency of data mining techniques in customer behavior analysis.

15. Studying the impact of social media algorithms on user behavior.

16. Investigating the use of machine learning in natural language translation.

17. Analyzing the effectiveness of sentiment analysis in social media monitoring.

Mathematics

Let’s explore the quantitative research topics in mathematics for students:

1. Investigating the properties of prime numbers and their distribution.

2. Analyzing the behavior of chaotic systems using differential equations.

3. Studying the optimization of algorithms for solving complex mathematical problems.

4. Investigating the use of graph theory in network analysis.

5. Analyzing the properties of fractals in natural phenomena.

6. Studying the application of probability theory in risk assessment.

7. Investigating the use of numerical methods in solving partial differential equations.

8. Analyzing the properties of mathematical models for population dynamics.

9. Studying the optimization of algorithms for data compression.

10. Investigating the use of topology in data analysis.

11. Analyzing the behavior of mathematical models in financial markets.

12. Studying the application of game theory in strategic decision-making.

13. Investigating the use of mathematical modeling in epidemiology.

14. Analyzing the properties of algebraic structures in coding theory.

15. Studying the optimization of algorithms for image processing.

16. Investigating the use of number theory in cryptography.

17. Analyzing the behavior of mathematical models in climate prediction.

Earth Sciences

Here are some quantitative research topics for stem students in earth science:

1. Investigating the impact of volcanic eruptions on climate patterns.

2. Analyzing the behavior of earthquakes along tectonic plate boundaries.

3. Studying the geomorphology of river systems and erosion.

4. Investigating the use of remote sensing in monitoring wildfires.

5. Analyzing the effects of glacier melt on sea-level rise.

6. Studying the impact of ocean currents on weather patterns.

7. Investigating the use of geothermal energy in renewable power generation.

8. Analyzing the behavior of tsunamis and their destructive potential.

9. Studying the impact of soil erosion on agricultural productivity.

10. Investigating the use of geological data in mineral resource exploration.

11. Analyzing the effects of climate change on coastal erosion.

12. Studying the geomagnetic field and its role in navigation.

13. Investigating the use of radar technology in weather forecasting.

14. Analyzing the behavior of landslides and their triggers.

15. Studying the impact of groundwater depletion on aquifer systems.

16. Investigating the use of GIS (Geographic Information Systems) in land-use planning.

17. Analyzing the effects of urbanization on heat island formation.

Health Sciences and Medicine

Here are some quantitative research topics for stem students in health science and medicine:

1. Investigating the effectiveness of telemedicine in improving healthcare access.

2. Analyzing the impact of personalized medicine in cancer treatment.

3. Studying the epidemiology of infectious diseases and their spread.

4. Investigating the use of wearable devices in monitoring patient health.

5. Analyzing the effects of nutrition and exercise on metabolic health.

6. Studying the impact of genetics in predicting disease susceptibility.

7. Investigating the use of artificial intelligence in medical diagnosis.

8. Analyzing the behavior of pharmaceutical drugs in clinical trials.

9. Studying the effectiveness of mental health interventions in schools.

10. Investigating the use of gene editing technologies in treating genetic disorders.

11. Analyzing the properties of medical imaging techniques for early disease detection.

12. Studying the impact of vaccination campaigns on public health.

13. Investigating the use of regenerative medicine in tissue repair.

14. Analyzing the behavior of pathogens in antimicrobial resistance.

15. Studying the epidemiology of chronic diseases like diabetes and heart disease.

16. Investigating the use of bioinformatics in genomics research.

17. Analyzing the effects of environmental factors on health outcomes.

Quantitative research is the backbone of STEM fields, providing the tools and methodologies needed to explore, understand, and innovate in the world of science and technology . As STEM students, embracing quantitative research not only enhances your analytical skills but also equips you to address complex real-world challenges. With the extensive list of 155+ quantitative research topics for stem students provided in this blog, you have a starting point for your own STEM research journey. Whether you’re interested in biology, chemistry, physics, engineering, or any other STEM discipline, there’s a wealth of quantitative research topics waiting to be explored. So, roll up your sleeves, grab your lab coat or laptop, and embark on your quest for knowledge and discovery in the exciting world of STEM.

I hope you enjoyed this blog post about quantitative research topics for stem students.

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• Open access
• Published: 10 July 2020

Evidence of STEM enactment effectiveness in Asian student learning outcomes

• Bevo Wahono 1 , 2 ,
• Pei-Ling Lin 3 &
• Chun-Yen Chang   ORCID: orcid.org/0000-0003-2373-2004 3  

International Journal of STEM Education volume  7 , Article number:  36 ( 2020 ) Cite this article

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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.

Introduction

The role of science, technology, engineering, and mathematics (STEM) education in terms of students’ learning outcome is a central topic for the educational field. However, STEM education is a very broad term (Baran, Bilici, Mesutoglu, & Ocak, 2016 ; Bybee, 2013 ; Hsu, Lin, & Yang, 2017 ). Therefore, in this current study, STEM education (enactment) refers to teaching, learning, and integrating the disciplines and skills of science, technology, mathematics, and engineering in STEM topics, with an emphasis on solving real-world problems. Indeed, STEM education focuses on hands-on activity (Cameron & Craig, 2016 ; Yildirim & Turk, 2018 ) to prepare students in facing the developments of a new competitive era. In STEM learning activities, soft skills such as problem-solving, higher-order thinking skills, and collaborative work are the main focuses on which students’ learning is geared toward (Li, Huang, Jiang, & Chang, 2016 ; Meyrick, 2011 ).

STEM activities in the classroom endeavor to improve the quality of the learning process (Meyrick, 2011 ), as well as learning outcomes (Adam, 2004 ; Cedefop, 2017 ). Student-learning outcomes vary in areas, including academic learning achievement, attitude, motivation, and higher-order thinking skills. Moreover, some studies said that the learning process and learning outcomes might differ on many factors, such as the subject of study, learning duration, or even kinds of environmental conditions (Marton, Alba, & Kun, 2014 ; OECD, 2018 ). Furthermore, a strong link between the quality of the learning process and outcomes from STEM education, which originated from the west, constitutes a fundamental reason for educators and policy-makers to apply the same principles in Asian countries (Khaeroningtyas, Permanasari & Hamidah, 2016 ; Yildirim, 2016 ).

Even though the eastern countries (Asia) and western countries (notably, the USA) have many differences such as in teaching and learning characteristics as well as their culture (Di, 2017 ; Hassan & Jamaludin, 2010 ; Lee, Chai, & Hong, 2019 ), both regions have similarities, primarily in terms of problems and challenges faced in the education field. The birth and development of STEM education in the west were motivated by the low interest of the younger generation in work related to the STEM field (Chesky & Wolfmeyer, 2015 ). This low-interest condition was also exacerbated by the increasing competitiveness of workplace and uncertain global world challenges (Chesky & Wolfmeyer, 2015 ). Indeed, this condition is also the same as that faced by most countries in Asia. The problem of low student interest in a subject related to STEM, the lack of interest for young people in STEM-related work, and the highly competitive global challenges of the world, are similar to what happened in the USA (Jayarajah, Saat, Rauf, & Amnah, 2014 ; Kim, Chu, & Lim, 2015 ).

New changes are needed for the teaching and learning process that can address the challenges faced by Asian countries. Therefore, it is not surprising that over the last decade, there has been a good deal of research done by researchers and teachers in Asia, especially related to STEM enactment in classrooms (Lee et al., 2019; Lutfi, Ismail, & Azis, 2018 ; Yildirim, 2016 ; Yıldırım & Altun, 2015 ; Yıldırım & Sevi, 2016 ). Currently, STEM enactments in Asia not only focus on extending STEM-related subjects and students’ interest but also on concerns about students’ twenty-first-century learning outcomes such as real-world problem-solving capacity, academic learning achievement, as well as higher-order thinking skills (Lee et al., 2019). STEM implementation in Asia is often accompanied by a learning approach or model (Suratno, Wahono, Chang, Retnowati, & Yushardi, 2020 ). An evaluation and current status of whether STEM education also has a good impact, specifically in terms of learning outcomes in the Asian region, is logically necessary.

Several extensive works on the effectiveness of STEM education on learning outcomes have been published (Jayarajah et al., 2014 ; Saraç, 2018 ; Yildirim, 2016 ). Research showed that STEM education is effective in improving students’ learning outcomes, such as academic learning achievement, student motivation, attitude, problem-solving skills (Saraç, 2018 ; Yildirim, 2016 ). Further research shows that more than two-thirds of publications in the STEM field come from America (Lee et al., 2019). Lee et al. also state that further research is needed to adjust the STEM education for the conditions faced by Asian countries. The statement indicates that an important consideration is how to redesign curricula in Asia in a way that accommodates STEM education. Another research conducted by Mustafa, Ismail, Tasir, Said, and Haruzuan ( 2016 ) reviewed effective strategies in integrating STEM education globally for many purposes, including student-learning outcomes. Based on this study, project-based learning was the most effective strategy to implement STEM education among Asian countries; especially studies were focused on students in the secondary setting. Furthermore, some studies have recently reviewed the trend of research in STEM education. The studies argued that research in STEM education is increasing in importance globally and being an international field (Li, Froyd, & Wang, 2019 ; Li, Wang, Xiao, & Froyd, 2020 ). However, none of the studies revealed the effectiveness of STEM enactment in the Asian sphere with all the characteristics inherent in said countries. It is crucial to delve into the effectiveness of STEM enactment in Asian countries, which from some aspects, are quite different. However, many problems faced in education have similarities to the western country, the USA, where STEM education originated. Moreover, that is important to know whether STEM education is a fundamental tool in Asia toward improved learning outcomes. Therefore, this current study will have considerable impacts and substantial contributions to the knowledge body of STEM education throughout the world.

Research focus

This study points out a systematic result of the review and a meta-analysis pertinent to how the impact of STEM enactment to Asian students’ learning outcomes. The main focus of learning outcomes under investigation is students’ academic learning achievement, higher-order thinking skills, and motivation. The key questions that guide this study are as follows:

What is the portrait of STEM enactment in Asian countries in terms of region, subject, and education level?

Do the STEM enactments influence students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation in Asian countries?

Under what circumstances and for what learning outcomes are STEM enactments more effective in Asian students?

STEM education and its significant development in Asian regions

STEM education has a very broad meaning. Therefore, many definitions were developed and discovered during the last two decades. Bybee ( 2013 ) states that STEM education can consist of a subject, intradisciplinary, interdisciplinary, or can be a particular discipline. Furthermore, Bybee ( 2013 ) and Sanders ( 2009 ) asserted that STEM education is a spectrum that focuses on solving real problems, which have an interdisciplinary nature at its core. Another opinion states that STEM education is a meta-discipline based on learning standards where teaching has integrated teaching and learning approaches, and where specific content is undivided, contemplating a dynamic and fluid instruction (Merrill & Daugherty, 2009 ). A more modern definition states that STEM education is an interdisciplinary teaching method that integrates science, technology, engineering, mathematics, and other knowledge, skills, and beliefs, in particular, to these disciplines (Baran et al., 2016 ; Koul, Fraser, Maynard, & Tade, 2018 ; Thibaut et al., 2018 ). Thus, STEM education is a term referring to teaching and learning in a STEM subject, which emphasizes problem-solving with real-world problems integrating many disciplines and other skills such as science, technology, mathematics, and engineering.

STEM education has been present for more than two decades (Timms, Moyle, Weldon, & Mitchell, 2018 ). The term STEM started from the term SMET (science, mathematics, engineering, technology), which came into existence in the 1990s (Chesky & Wolfmeyer, 2015 ). Some education experts from western countries (notably, the USA) initiated STEM education. This approach grew in popularity after the US government announced the plan to advance education into STEM education in 2009 (Burke & McNeill, 2011 ). STEM education is highly promoted in the USA to encourage the next generation into training within the fields of STEM. Furthermore, Burke & McNeill argued that another goal was to maintain the enthusiasm of the younger generation in their interest in STEM-related careers. However, the essential goal is that both students and the younger generation can face the competition of the new global world.

The rapid development and functional effects of STEM education programs in western countries have attracted the interest of many researchers and policy-makers from other countries (Sheffield et al., 2018 ; Timms et al., 2018 ), including Asia. Eastern countries face similar problems where there is a lack of interest from the younger generation in careers related to STEM (Jayarajah et al., 2014 ; Kim et al., 2015 ; Sin, Ng, Shiu, & Chung, 2017 ). Furthermore, Jayarajah et al. ( 2014 ) and Shahali, Halim, Rasul, Osman, & Zulkifeli ( 2017 ) exemplify Malaysia consistently registers lower numbers of citizens interested in science, engineering, and technology issues compared to the USA. As for the Malaysian population, it shows that more than one-third of the children clearly expressed a lack of interest in science and technology. Another researcher, Kim et al. ( 2015 ), asserts that in the last two decades, Korea has faced a problem in science and engineering education, which is students’ disinterest in science and math, even though their achievement in science and math is high. Another crucial reason is that STEM education promises as an appropriate tool for students in facing challenges and global competition (Kim et al., 2015 ; Meyrick, 2011 ; Yildirim, 2016 ).

Several parts of Asia, such as Western Asia, Eastern Asia, and Southeastern Asia, are now aggressively implementing and developing STEM education (Chen & Chang, 2018 ; Choi & Hong, 2015 ; Karahan, Bilici & Unal, 2015 ; Park & Yoo, 2013 ). Some countries such as Korea, Thailand, and Malaysia have focused on STEM/ STEAM education as an essential part of their education system (Cho, 2013 ; Hong, 2017 ; Hsiao et al., 2017 ; Kang, Ju, & Jang, 2013 ; Shahali, Ismail, & Halim, 2017 ). While in other countries in Asia, even though STEM education has not become a regular part of the education system, many researchers or teachers have enacted STEM education. Several review studies have pointed out that the trend of research on STEM education in Asia began in 2013. Today, STEM has become a phenomenon that attracts many people (Jayarajah et al., 2014 ; Lee et al., 2019). Therefore, during this booming stage in Asia, it is crucial to know the extent of the impact of STEM enactments, especially concerning the students’ learning outcomes.

The supporting of instructional strategies on STEM education

The implementation of STEM education is carried out in various ways throughout the world, including in Asia. Some learning approaches or learning models are combined and or juxtaposed with the STEM enactment (Chung, Lin, & Lou, 2018 ; Lou, Tsai, Tseng, & Shih, 2014 ). For example, the researchers used project-based learning, problem-based learning, or the 6E learning model in enacting STEM education. This combination is needed to strengthen the expected effect after STEM learning (Mustafa et al., 2016 ). Furthermore, the modification and or combination of STEM with learning approaches or models have a high potential in facilitating implementation and for achieving effective instruction (Martín-Páez, Aguilera, Perales-Palacios, & Vílchez-González, 2019 ; Mustafa et al., 2016 ). However, STEM learning may be implemented with or without other learning approaches (Chung, Lin, & Lou, 2018 ; Martín-Páez et al., 2019 ). Moreover, Jeong and Kim ( 2015 ) proposes that effective instruction occurs when students are given the learning opportunity to demonstrate, adapt, modify, and transform new knowledge to meet the needs of new contexts and situations. Successful implementation of instruction, of course, leads to the accomplishment of predetermined targets, in this case, improved student learning outcomes.

Ample studies suggest using the project-based learning (PjBL) approach to implement STEM education. Mustafa et al. ( 2016 ) investigated the dominant instructional strategies to promote the integration of STEM education at different institutional levels. Mustafa et al. argued that combined with project-based learning was the most effective way to implement STEM education. This assertion is reasonable because PjBL characteristics are quite similar to the integrated STEM approach (Siew, Amir, & Chong, 2015 ). Chiang and Lee ( 2016 ) said that the characteristics of PjBL are encouraging students to work cooperatively, developing students’ thinking skills, allowing them to have creativity, and leading them to access the information on their own and to demonstrate this information. Finally, Çevik ( 2018 ) revealed that a learning environment created with STEM-PjBL is vital for solving the complexity of critical concepts in STEM fields. Thus, the role of several factors, such as learning approaches (e.g., PjBL), learning models, and or modifying STEM itself, become critical elements that must be considered when implementing STEM education.

Students’ learning outcomes estimated on STEM enactment

Learning outcomes are the main target in a learning process, including on STEM enactment. Cedefop ( 2017 ) argued that students’ learning outcomes are all types of results expected during and after the learning process. Another researcher, Adam ( 2004 ), states that learning outcome is a teaching result, which is expected to be obtained by students after a learning process. Further, Adam stated that learning outcomes are usually expressed in the form of knowledge, skills, and or attitude. Slightly different, Gosling and Moon ( 2002 ) state that there is no precise way of defining or writing the meaning of such learning outcomes, but a learning outcome must be measurable. It can be concluded that a learning outcome is a result of the learning process. Consequently, learning outcomes can be various forms, depending on the purpose expected by a teacher.

In this study, the estimated learning outcomes after STEM enactments concentrated on academic learning achievement, higher-order thinking skills (HOTS), and motivation. Theodore ( 1995 ) defined students’ achievement as a measurable behavior in a standardized series of tests. HOTS is the ability to apply skills, knowledge, and values in reasoning as well as in reflection (Pratama & Retnawati, 2018 ; Wahono & Chang, 2019a ). Indeed, such an ability is crucial to making decisions, solve problems, innovate, and create. In terms of practical application, HOTS includes students’ thinking ranked above level three, according to Bloom’s taxonomy (Baharin, Kamarudin, & Manaf, 2018 ). Finally, the students’ learning motivation defines as a process where the learners’ attention becomes focused on meeting their educational objectives (Christophel, 1990 ; Kuo, Tseng, & Yang, 2019 ). Therefore, the educational and developmental fields give strategic reasons for the focus on these particular skills. For instance, these skills have been related to twenty-first-century skills, future educational attainment, and participation in STEM careers later in life (Martín-Páez et al., 2019 ; Wahono & Chang, 2019b ). Furthermore, HOTS can be used in STEM, and research verifies these abilities in STEM fields can be transferred to other learning fields (Lin, Yu, Hsiao, Chang, & Chien, 2018 ; Yıldırım & Sidekli, 2018 ). Moreover, the learning outcomes can be influenced by several external factors, including culture and learner characteristics.

Asian culture and characteristics of teaching and learning

Many factors may influence the effectiveness of learning outcomes in STEM learning. However, Han, Capraro, and Capraro ( 2015 ) explained that the two most important factors were the learning environment and the level of individual students. The learning environment can be either a classroom environment or a cultural environment. Based on the literature review, there are many definitions of culture. However, most general definitions include that culture is a combination of many things such as beliefs, values, and assumptions trusted and understood among society (Rossman, Corbett, & Firestone, 1988 ; Schein, 2010 ). It is widely accepted that the characteristics of a culture affect individuals’ social behavior (Hampden-Turner & Trompenaars, 1997 ; Hofstede, 2005 ). More specifically, when cultural influences are insignificant and less integrated into a learning activity, students will likely experience a misunderstanding that hinders interactions between students and teachers (Popov, Biemans, Brinkman, Kuznetsov, & Mulder, 2013 ; Popov et al., 2019 ). Many studies show that culture, ethnics, geographical position, gender, language proficiency, and/or a combination of these components have a significant influence on students’ learning success (Han et al., 2015 ; Konstantopoulos, 2009 ; Shores, Shannon, & Smith, 2010 ). Rodriguez and Bell ( 2018 ) mentioned that the instruction in the STEM learning should acknowledge some specific contributions of members from diverse cultures. Thus, culture holds a crucial role in the successful process of student learning in class. Therefore, highly probable that the Asian cultural characteristics and habits have a significant impact on students’ performance and learning outcomes by STEM enactment.

In general, in eastern education, students practice remembering concepts; this philosophy focuses mainly on learning and memorization within the teaching and learning process (Lin, 2006 ; Thang, 2004 ). The eastern education system is exam-oriented. Time (duration) is a fundamental factor in teachers’ performance (Tytler, Murcia, Hsiung, & Ramseger, 2017 ) as they must go over textbooks to prepare students for the final tests. As a result, students tend to memorize the facts in textbooks rather than understanding it due to time constraints. Thus, the situation creates positive competition among students and eventually triggers the efforts of students to obtain and understand the knowledge considered pivotal to achieving a good score in their examination. Eastern-culture education is more generally systematic, with a standardized syllabus and timetable, when compared to western-culture education (Hassan & Jamaludin, 2010 ; Tytler et al., 2017 ). However, it is undeniable that this type of character (rote learning, exam-oriented, and curriculum oriented) is one of the reasons many of the Asian countries score inside the top ten, in international tests (Marton et al., 2014 ; OECD, 2018 ). Therefore, in the case of STEM enactment, in-depth investigation, whether the time (duration) has a significant impact on the students’ learning outcome is paramount.

Moreover, Asian countries are very different from western countries, especially in their educational philosophy, which tends to be robustly laden with religious and cultural-centric elements (Hassan & Jamaludin, 2010 ). By contrast, the opinions on such characteristics of the eastern-culture education must be addressed carefully. However, any consequences of those educational characteristics in the implementation of STEM in Asia can be assumed, such as the main target of STEM enactments are not merely to attract student interest in the lesson or higher-order thinking skills, but also more to obtain a higher academic learning achievement. In terms of learning materials and processes, the consequences are seen from many STEM enactments that actively grappled to cultural values, i.e., identify halal products by augmented reality (Majid & Majid, 2018 ; Mustafa et al., 2016 ). We firmly believed that such consequences are unique, which led to the potential impact of STEM enactment outcomes in Asia. Therefore, the current research aims to prove that STEM enactments carried out in the past few years have generated a wide range of impacts, especially in Asia.

Research model

This research applied a quantitative approach. A meta-analysis method was used to determine the effectiveness of STEM education for students’ learning outcomes in the Asian region. The meta-analysis method was operative in this study because it enabled an objective investigation of the effect of the independent variable on the dependent variable that is STEM education toward the student’s learning outcome, respectively. Cohen, Manion, and Morrison ( 2007 ) state that with a meta-analysis, researchers can evaluate, compare, or combine quantitative data obtained from previous experimental research studies to acquire more convincing and comprehensive results. We identified studies to include in the review, coded for potential moderators, and calculated and analyzed effect sizes.

Selection of studies

The data collection in this study was carried out over 3 months, from February to April 2019. In the screening, several databases, including Scopus, ERIC, ScienceDirect, and Google Scholar, were utilized as the primary search references. We collected the data in the form of journal papers, proceeding conferences, books, or dissertations. Conferences, books, and dissertations were also included as data sources, namely to capture and find what is called the “file drawer” for information, which might not be published in journals (Rosenthal, 1979 ). Most of the data sources were in English, but there were also some non-English ones. However, from these data sources, at least the title or abstract were in English. The following keywords were at work upon data collection, including the effect of STEM, the effect of STEM learning, the effect of STEM approach, STEM and learning outcomes, STEM and student achievement, STEM and student motivation, and STEM and higher-order thinking skills. When searching, all the keywords used were in English.

A multilevel screening was carried out by applying several criteria, as shown in Fig. 1 . The first-level screening of the papers was geared to collecting research papers aimed to examine the effectiveness of STEM education, such as the effectiveness of STEM on academic achievement, motivation, and HOTS. The second screening was based on whether the data was collected from Asian countries or not. The third stage of screening was concerned with whether the study was qualitative, quantitative, or mixed-method research. At this stage, we applied quantitative and mixed-methods research. The last step dealt with whether the paper had the minimum quantitative data required for calculating an effect size, such as mean, standard deviation, variance, number of respondents, the value of t , and the value of F . The results obtained from the first stage were more than 283 papers, while those that satisfied the second-stage criteria were 86 pieces. In the third selection, there were 63 articles. Finally, at the ultimate stage, there were 54 studies (see Supplementary Materials for the list of reviewed articles).

Process of studies selection

Concerning the quality of studies collected in this review, most of the studies came from research papers published by peer-reviewed journals and conferences. The studies were taken from journal papers (46), conference papers (6), book chapter (1), and a thesis (1). All the studies were carried out in the form of classroom-based research from Asian countries. The total participants involved in this study were 4768 students, or in other words, about 111 students in each study. Those studies included primary school students, secondary school students, or higher-education students. The number of countries involved in this study was ten countries, including Turkey, Israel, Uni Emirate Arab, Taiwan, Korea, China, Hong Kong, Malaysia, Indonesia, and Thailand.

Data coding

Coding in this study was done to make it easier to analyze the obtained data. The coding included several biographical features such as sample size, year of publication, region, topic or subject, education level, and the type of learning outcome. The year of publication in this search ranged from the publications in 2009 to those in 2019. This range allowed for a vast number of studies in the last decade to be investigated. In terms of the region, we divided the Asian region into five regions based on the United Nations. The region included Eastern Asia, Western Asia, Southern Asia, South-Eastern Asia, and Central Asia. The term “subject” here meant a name of discipline or a class where the STEM enactment took place in the data source. In this case, we focused on three groups, particularly science, mathematics, and technology or engineering subjects. For instance, a STEM enactment from Sarican and Akgunduz ( 2018 ) has a topic about force and motion, which is a sort of “science” subject source. Furthermore, we divided educational levels into three groups, namely higher education level, secondary education level, and primary education level.

Finally, we divided learning outcomes into three major groups, namely academic learning achievement (ALA), higher-order thinking skills (HOTS), and students’ motivation (Mo). ALA defined as students’ scores, from either the mean of pretest/posttest or only the mean of the posttest score. ALA was tested to get information regarding students’ content knowledge. Meanwhile, HOTS score was collected from HOTS subset codes such as problem-solving, design thinking, creative thinking, reflective thinking, and includes students’ thinking ranked above level three (level 4–level 6) according to Bloom’s taxonomy. The HOTS studies, in general, performed such as a creativity test (fluency, flexibility, originality, and elaboration), a score of analyzing, evaluating, and creating assessment tests. Then, we recognized the Mo score from the domain, namely student motivation or student interest. In general, students’ motivation was measured in the studies through a questionnaire, including intrinsic motivation, self-determination, self-efficacy, and grade motivation.

In doing so, a description of the measure or process on those variables (ALA, HOTS, Mo) in this current study are discussed. Inevitably, each outcome was measured differently among the studies reviewed. For instance, a HOTS study reported scores of students’ problem-solving abilities, whereas another study of HOTS reported a set score of students’ creative thinking, and even a study of HOTS had reported an effect size of what the article authors called “HOTS scores before and after an intervention.” To deal with this concern, we performed some technical works. For example, initially, as a primary resource, we collected all the existing effect size scores of ALA, HOTS, and Mo studies. In the situation where we could not directly find the effect size scores of the selected studies, we would collect other supporting data. We required the supporting data for calculating the effect size, namely standard deviation, mean score, number of respondents, the value of t , and the value of F . Finally, we computed and standardized the collected data by statistical software (see data analysis).

To address the third research question in this study, we coded three moderator variables that could contribute to the STEM enactment effectiveness, namely, approach or learning model, learning orientation, and duration of instruction. The coding was distilled from the theoretical review framework in the introduction part. For instance, several studies revealed that some learning approaches or learning models are combined and or juxtaposed with the STEM enactment (Chung, Lin, & Lou, 2018 ; Lou, Tsai, Tseng, & Shih, 2014 ). Likewise, the duration of instruction is a fundamental factor in teachers’ performance in Asia (Tytler, Murcia, Hsiung, & Ramseger, 2017 ). Eastern-culture education is more generally systematic, with a standardized syllabus and timetable, when compared to western-culture education (Hassan & Jamaludin, 2010 ; Tytler et al., 2017 ). Moreover, Asian countries tend to be robustly laden with religious and cultural-centric elements (Hassan & Jamaludin, 2010 ).

In terms of the approach or learning model , the authors coded each study, whether it was accompanied by another approach/learning model (present) or only STEM lesson without clearly the presence of other approaches (absent). The authors have coded learning orientation into two types, namely culture centric and universal oriented. The culture centric refers to the study, which much follows the unique characteristics of Asian students, such as strongly curriculum oriented, more systematic with standardized syllabus and timetable, or tends to be robustly laden with religious and local cultural elements. The universal oriented study refers to a freer lesson, the selected studies because the curriculum was not as strict, and or the themes on STEM lesson did not much emphasize unique themes, in particular, Asian countries. Finally, the authors coded the duration of instruction as a short or long period. The long duration refers to STEM enactment that was conducted by more than two-time class periods, and the short was conducted by only one-time class periods (2 h or less).

Publication bias

Another thing that needed to be clarified was how the researchers coded whether a study investigated the STEM enactment or not. In this case, the researchers referred to several works (Bybee, 2013 ; Li, Wang, Xiao, & Froyd, 2020 ; Martín-Páez et al., 2019 ). The researchers point out that there is not a fixed consensus in the literature about under what condition(s) learning was said to be STEM learning. However, in general, they (Bybee & Martin-Paez et al.) say that STEM learning emphasizes problem-solving with real-world problems involving many disciplines and other skills such as science, technology, mathematics, and engineering in integrated ways. Furthermore, this study focused on articles related to such STEM definitions, and/or at least, the authors in the paper mentioned that they used the STEM education approach (an integrated STEM). Moreover, we selected publications from 2009 to 2019, meaning that a vast number of STEM enactments by this time were included in the intended definition.

Concerning publication bias, we have met some difficulties in obtaining unpublished papers, especially in the research area of STEM enactment in Asia, in terms of its impact on learning outcomes. In terms of an alpha level significance (0.05), this current study shows, specifically, that more than 14% of the reported effects were not/less significant. These findings are consistent with the varieties in perspectives concerning the inferiority, superiority, or equivalence of STEM enactment for various learning styles. The condition that only 14% of the study was not a significant effect is not because of the file drawer studies remain unpublished due to the magnitude, significance, or direction of their effects, but rather because of other factors such as written in local language as well as the quality of the studies (McElhaney, Chang, Chiu, & Linn, 2015 ).

Data analysis

The data collected from various references, such as journals, books, proceedings, and dissertations investigating the effect of STEM enactment, were then analyzed using the meta-analysis method. Data were all aimed at accessing the same target, namely students’ learning outcomes (academic learning achievement, motivation, and higher-order thinking skills). The multitude of data was examined using the meta-analysis method for systematic and beneficial analysis. We argued that making quantitative data comparisons of various studies as one of the challenging and vital jobs in the world of research today.

A summary effect size (E.S.) using a random effect model value was the dependent variable in this study, while the independent variable was the STEM enactment in diversified ways and types. A random effect model assumes that the true E.S. varies from one study to the next, and the summary effect is our estimate of the mean of these effects (Pigott, 2012 ). Therefore, in this study, we do not want that overall estimate to be overly influenced by any of them. Meanwhile, in terms of potential moderator variables, a mixed-effect model was used. The mixed-effect model allows us to get a trade-off from the true E.S. In the moderator variable case, the trade-off from the true E.S. is vital due to the comparison between two sub-variables (e.g., short and long of the instruction duration). In doing so, the investigations of effect size and visualization were carried out using the Jeffreys’s amazing statistics program (JASP) version 0.11.1 program, especially by the Hunter-Schmidt method. This method was used due to the ability to estimate the variability of the distribution of effect sizes through a two-step process, namely subtracts to yield a residual variance and boosts by a function of the reliability and range restriction distributions (Hunter & Schmidt, 2004 ). To deal with the effect sizes for some studies reporting only F or t values, or even reported Hedges g , the authors used algebraic techniques (Lipsey & Wilson, 2001 ) as well. In social science, a common practice for overcoming this task is to calculate Cohen’s coefficient (Cohen, 2013 ). In this study, Cohen’s theory was determined by the difference between the average control group and the experimental group (see Eq. 1 ) or the difference between the average posttest score and the pretest score (Eq. 2 ) (Howell, 2016 ).

Let \( \overline{x} \) i , S i , and n i be the sample mean, standard deviation, and size of the group I, while S pooled , S diff , r , and S d be the pooled standard deviation, the differences of standard deviation between pre and post, the correlation between pre- and post-treatment score, and standard deviation of Cohen’s d.

When the calculated magnitude effect size was large, a classification was deployed in this meta-analysis method. In the current study, the authors used the classification level of (Sawilowsky, 2009 ). This classification system was a revised version of Cohen’s work in 1988. Thus, when the effect size was less than 0.20, it was considered very small, while when it ranged from 0.20 to 0.49, it was classified as small. The effect size, which ranged from 0.49 to 0.79, was at a medium level. A large level was evident from 0.80 to 1.19. Between 1.20 and 1.99 was classified at a very large level. A value over 2.0 was regarded to have a huge effect. A d coefficient of one indicates that the difference between two means is equal to the standard deviation (S.D.). If Cohen’s d is larger than one, the difference between two means is larger than one S.D. Anything larger than two means that the difference is larger than two standard deviations. This calculation afforded a uniform scale in expressing all possibilities that show a relationship between variables. Regarding the variability observed in this study, we have standardized the magnitudes between the differences in interventions and outcomes measured. The results of the study were summarized and combined systematically using a commonly termed the standardized effect size, namely the standardized difference in means.

The main objective of this study was to investigate whether STEM education originating and developing from the western countries (the USA) also affected students learning outcomes in the Asian environment. Another aim was to investigate whether there is a specific factor that contributes to the effectiveness of STEM enactment. Finally, another aim was to know more about the development and the enactment of STEM education in Asian countries. As a result, in terms of effect size, this current study found varies or heterogeneity. The value ranged from negative (− 0.19; 95% CI = − 0.78 to 0.40) to positive effect (+ 2.81; 95% CI = 2.01 to 3.61) (see Supplementary Materials for the list of effect sizes, study features, and coding elements).

The general portrait of study

Based on the literature reviewed, the first publications to assess the effect of STEM education on the learning outcome in Asia began in 2013. This time was only 4 years after the advent of STEM by the US government in 2009. Nevertheless, the authors assume that STEM education studies in Asia began to gain traction long before 2013. However, many of those studies were qualitative research, or the studies were not directly related to students’ learning outcomes. Table 1 illustrates the descriptive analysis of STEM educations in Asia, especially those related to the students’ learning outcomes.

In this study, we found that three Asian regions substantially contributed to the implementation and development of STEM education. Table 1 also shows that the Asian countries have conducted most studies on STEM education and its impact on students’ learning outcomes, with East Asia being the biggest contributor (25 studies), followed by West Asia (16 studies) and Southeast Asia (13 studies). However, there were significant differences in results between the three regions (Q .B. = 4.208, p < .05). Furthermore, the difference evinces that STEM education is significantly effective in Southeast Asia, as evidenced by its impact on the learning outcome, greater than that in other regions (E.S. = 1.211). This value is a combination of the value of academic learning achievement, higher-order thinking skills, and motivation.

In terms of the subject or topic guiding the implementation of STEM education in Asia, Science is the most widely researched. Conversely, mathematics is the least popular topic. However, there was no significant difference (Q .B. = 0.638, p > .05) when the effect of STEM education on the learning outcome related to topic or subject matter was investigated. Also, related to the level of education, this study found that the level of secondary education (junior and senior high school) has been widely researched (28 studies). In contrast, the higher education level (college or university level) is the least researched area (10 studies). At the same time, the statistical analysis also showed no significant difference (Q .B. = 2.880, p > .05), the effect of STEM enactment on learning outcomes in terms of education levels. Nevertheless, this difference suggests that STEM education tends to influence at secondary-level education (E.S. = 1.009) compared to the other two levels (primary and higher education level).

The effect of STEM enactment on students’ learning outcomes

In terms of student learning outcome, in line with the second research question, the investigated focused on academic learning achievement, higher-order thinking skills, and motivation. Furthermore, based on the analysis results, the summary effect of the overall effect size is 0.69 [0.58, 0.81 of 95% CI]. According to Sawilowsky ( 2009 ), this value is classified as a medium level of effect. Detailed results between the three types of learning outcomes (learning achievement, higher-order thinking skills, and motivation) can be seen in Figs. 2 , 3 , and 4 .

A forest plot of students’ academic learning achievement (ALA)

A forest plot of higher-order thinking skills (HOTS)

A forest plot of students’ motivation (Mo)

Academic learning achievement

This study assumes that academic learning achievement is crucial in Asian students, even for the students’ parents. The rationale of this statement is related to the culture and characteristics of education, which is embraced in Asian countries (Hassan & Jamaludin, 2010 ; Tytler et al., 2017 ). Thus, one of the objectives of this study was to determine whether the implementation of STEM enactment in Asian countries affected the students’ academic learning achievement. In this study, we analyzed academic learning achievements from 24 studies that met the criteria (see the criteria on the “Selection of studies” section). The results of the analysis and distribution are shown in Fig. 2 . Figure 2 below is a forest plot of students’ academic learning achievement.

The forest plot shows black squares and whisker lines (see Fig. 2 ). The black squares indicate the magnitude of the STEM effect on academic learning achievement, whereas the whisker lines indicate the upper and lower limit of the value of the confidence interval. The vertical dashed line is a line that shows the position of the effect size with a zero value. Thus, the right area of the line is positive values, whereas the left area of the line shows a negative value of effect sizes.

In Fig. 2 , there are 20 studies where the Cohen value of d is below 1.0, while the other four studies have an effect size of more than 1.0. In addition, it is also known that a study seems a different appearance from the others, namely a study from Han, Rosli, Capraro, and Capraro, (2016) with Cohen’s values d 0.28 [0.16, 0.40 of 95% CI]. The black squares with short whisker lines indicate that the study has a very small range of the confidence interval. The minimum value of the confidence interval was due to the huge sample size in the study. Overall, the effect of STEM enactment for students’ academic learning achievement was 0.64 [0.48, 0.79 of 95% CI]. This positive d value indicates that STEM education affects students’ academic learning achievement in Asia. In classifying effect size, the value of .64 belongs to the medium effect category.

Higher-order thinking Skills

The second objective of this research is to find out more about whether STEM education affects students’ higher-order thinking skills (HOTS). To address this question, Fig. 3 below is a forest plot from Cohen d analysis about 16 previous studies that helped provide sufficient details.

Figure 3 illustrates the spread of effect size from 16 studies on students’ higher-order thinking skills (HOTS). The analysis results of the forest plot illustrate ample information. One interesting insight is the summary effect of 1.02 [0.71, 1.32 of 95% CI]. According to Sawilowsky ( 2009 ), this value is classified as a large effect. However, the largest d value in the study is reaching 2.81 [2.01, 3.61]. The value of d (2.81) means that the effect size value is twice the standard deviation value, while the smallest d value is at .06 [− 0.45, 0.57]. At a glance, there is a considerable difference between the largest values, the data distribution pattern, and the summary effect. This state is due to a study, which is Han et al. ( 2016 ) study reports the highest magnitude. The highest magnitude occurred because the study includes the largest sample size (1187 people). A large sample size certainly affects the result of the summary effect.

Another goal to be achieved in this study is to find out whether STEM education is effective in increasing student motivation in Asia. Figure 4 below illustrates the details of the data distribution from 14 previous researchers. The studies measure student motivation distributed across many topics, including science, mathematics, technology, and engineering.

The illustration of Fig. 4 , designated by the forest plot, are normally distributed ( p > .05). However, Cohen’s d value is spread from the smallest (− 0.08) to the largest d value (1.58). Furthermore, the figure indicates the summary effect value is 0.49 [0.32, 0.65 of 95% CI]. The summary effect value of .49 in the Sawilowsky classification is categorized as a medium effect. Therefore, the STEM enactment is Asia has a great impact on students’ motivation as well as two others (academic learning achievement and higher-order thinking skills).

Moderator variable of STEM enactment’s learning outcomes effectiveness

In addition to knowing the extent to which STEM enactment in Asia affects the students’ learning outcome that includes academic learning achievement, higher-order thinking skills, and motivation, this study also answers whether there are specific factors behind that effectiveness. In particular, this section addresses the research question about under what conditions and for what learning outcomes are STEM activities more effective in Asian students. Several potential variable moderators, such as approach or learning model, research design, learning orientation, and duration of instruction, were analyzed to address the research question.

As shown in Table 2 , several moderator variables reveal identical results in terms of student academic learning achievement. STEM enactment has a significant effect on the approach or learning model variable ( p = .037). The presence of an approach or learning model contributes better to the effectiveness of STEM enactment. Other moderator variables that also show significant results are learning orientation ( p = .039). STEM enactment, which tends to be culturally centric, gives a different effect compared to what is only universal oriented. Also, the last moderator variable that addresses significant results is the duration of instruction ( p = .016). In this variable, a longer time provides better effectiveness in terms of student academic learning achievement.

Heterogeneous results in higher-order thinking skills, especially in terms of the potential moderator variable, are shown in Table 3 . The factor, the duration of instruction, shows a significant result ( p = .046). Furthermore, the variable duration of instruction shows that time (long duration) has a crucial role in increasing the higher-order thinking skills of students in STEM enactment. Unlike the case for the duration of instruction, the other two factors (approach or learning model and learning orientation) do not address any significant differences ( p > .05). This condition proves that whether STEM is carried out, with or without another approach or learning model, and whether learning orientation tends to be cultural centric or universal oriented, the higher-order thinking skills of students have relatively the same effectiveness.

The results that are quite different concerning the potential moderator variables affecting the effectiveness of STEM enactment are shown in Table 4 . In Table 4 , the table shows that no moderator variables have the potential to differ rather significantly in the motivation of students in Asia. The three moderator variables, namely approach or learning model, learning orientation, and duration of instruction, show identical results that there is no significant difference ( p > .05). These results mean that whether STEM enactment is accompanied or not by other learning approaches, cultural centric or universal oriented, or done with short or long periods, the effect on students’ motivation tends to be the same.

The overview of STEM enactment in Asia

As a portrait of STEM enactment in Asia, this current study tends to focus on the three variables, namely region, subject, and education level. We found that Eastern Asia was the most contributed to STEM researches, especially those related to the impact on student learning outcomes. On the other hand, the difference evinces that STEM education is significantly effective in Southeast Asia, as evidenced by its impact on the learning outcome higher than that in other regions. The different effects among regions are mostly due to an interaction of some factors, such as the differences regarding the number of published studies and the differences in students’ learning outcomes baseline (Saraç, 2018 ; Yildirim, 2016 ). For instance, the result showed that students’ motivation and HOTS were proven higher than students’ academic learning achievement, which is mostly found in the studies on Southeast Asia (Lestari, Astuti, & Darsono 2018 ; Lestari, Sarwi, & Sumarti, 2018 ; Ismayani, 2016 ; Soros, Ponkham, & Ekkapim, 2018 ; Surya, Abdurrahman, & Wahyudi, 2018 ; Tungsombatsanti, Ponkham, & Somtoa, 2018 ). The baseline of Southeast Asia learning outcome is lower than in other regions due to the low quality of educational practice (OECD, 2018 ). Thus, this study suggests that those students with a lower baseline of higher-order thinking skills will benefit the most from the STEM enactments. In terms of education level, the result showed that most studies were conducted at the secondary education level. The condition of most studies conducted in STEM education from the secondary education level is in line with the resulting study from Saraç ( 2018 ). The only difference from Sarac’s study is that the reviewed subjects came from all over the world and did not focus distinctively on the Asian region. However, in terms of effect size, there was no significant effect appearing in this variable.

Furthermore, STEM education applications on mathematical topics or subjects are small in the number when compared to topics or subjects of science and engineering. This case is in line with the results of research from Saraç ( 2018 ). Sarac has found that the application of STEM education related to the learning outcome is still very limited in mathematics-related topics. The situation reflects that STEM education research on the other focuses, such as students’ attitudes (besides focusing on the learning outcome), is also lacking. This condition is because quite challenging to associate mathematics-related topics and STEM education. Wahono and Chang ( 2019a ) revealed that, when utilizing the STEM education approach, teachers felt challenged in connecting subject matter topics. The characteristic of mathematics, which is fundamentally theoretical and abstract (Acar, Tertemiz, & Tasdemir, 2018 ; Sabag & Trotskovsky, 2013 ), represents a stark contrast to the characteristics of STEM education, which involves activity that is more physical. Thus, it represents a critical reason why STEM enactment of the mathematical topic has a small number. However, there is still a tremendous opportunity to apply STEM education to mathematical-related topics. Examining students’ learning outcomes through particular STEM activities in mathematics is one of the worth for next future research. As evidenced in this study, we found only eight studies in Asia related to mathematics and learning outcomes.

Impacts of STEM enactment on Asian students’ learning outcomes

The results of the meta-analysis in this study suggest that the outline of STEM education of students’ learning outcomes in Asian countries differs among variables. The results showed the effect of STEM enactment by order; those are effect sizes on students’ HOTS at a large level (1.02), meanwhile the academic learning achievement and motivation at a moderate level (0.64 and 0.49). This result is advantageous because HOTS generated more of an effect in Asia when compared to students’ academic learning achievement. As Martín-Páez et al. ( 2019 ) and Chang, Ku, Yu, Wu, and Kuo ( 2015 ) stated that, in general, STEM education has the potential to increase students’ interest and higher-order thinking skills. The more substantial effect of students’ HOTS and interest could be due to the nature of the learning tools and processes of STEM education, which are based on eastern cultures and emphasize hands-on activities (Hassan & Jamaludin, 2010 ). The characteristics of STEM education (real-world problem and problem-solving) represent excellent potential for increasing students’ HOTS. Higher-order thinking skills such as problem-solving, critical thinking, and creative thinking are the leading targets in STEM learning in Asia (Barak & Assal, 2018 ; Lee et al., 2019). Therefore, HOTS is a decisive asset for Asian students in coping with global competition and industrial revolution 4.0.

Moreover, the result of academic learning achievement showed that the highest value of effect size (1.86) is in the Majid and Majid ( 2018 ) study. Based on an advanced analysis (a sample case), the study indicated that the researchers deeply embraced the Asian cultural characteristics of education. The study was devoted to several learning topics, particularly about chemical properties, atomic theory, and periodic tables. This Majid and Majid study also provides an example of the application of augmented reality, which is a topic familiar to students in their daily life, namely, to identify halal products. The result showed that the highest effect size value of students’ motivation is in the study of Ugras ( 2018 ). Based on further analysis, this study indicated that the learning process was influenced by the habits that are commonly faced in that particular place (Turkey/Asia). Most of the themes carried out in the learning process using STEM, such as how to build a strong house to withstand an earthquake or other often-encountered themes from daily life by Asian students. Furthermore, the themes or topics (culture and real-world problems) are the central themes in STEM learning. Such learning conditions certainly could encourage students’ enthusiasm and motivation in learning.

Moreover, a large variation has found naturally in the effect size of the Asian student learning outcomes. This condition is logically influenced by several factors such as learning instruction quality (McElhaney et al., 2015 ) and how effective the learning instruction, in this case, STEM enactment, fits into the Asian culture and characteristics (Hassan & Jamaludin, 2010 ). Indeed, a fit and comfortable the instruction to the learner characteristics (i.e., much grappled to cultural values) has strongly supported gaining a better impact on the STEM enactment outcomes. Furthermore, this moderate effect indicates that STEM education is quite promising to prepare students to face unpredictable global competition in the future. However, of course, there are still numerous efforts required to maximize the impact of implementing STEM education in the Asian region, including trying to find the hidden factor behinds the effectiveness of STEM enactment in terms of students’ learning outcomes.

Potential factors contributing to STEM enactment

Therefore, another exciting result to discuss is the role of the moderator variables on the effectiveness of student learning outcomes. Based on the analysis of the academic learning achievement of learning outcomes, better results would be obtained if the STEM enactment is accompanied by an approach, learning model, or other methods. This result is in line with the research from Lee, Capraro, and Bicer ( 2019 ). They (Lee et al.) investigated the role of companion another approach or learning model, in increasing the effectiveness of STEM lessons in the classroom. Lee et al. found that STEM combined with another approach or method (e.g., project-based learning or 6E learning model) would be more effective when compared to STEM lessons without other combinations.

Furthermore, the integration of STEM enactment with another approach or learning model provides better direction and control in the achievement of learning objectives (Mustafa et al., 2016 ). Besides, the results of the present study also show that STEM enactment, which tends to be culture centric, was more effective than universal oriented. This result is probably because culture-centric learning is more in line with most of the characteristics of Asian students who tend to rote learning, curriculum orientation and exam orientation (Di, 2017 ; Hassan & Jamaludin, 2010 ; Lin, 2006 ; Thang, 2004 ; Tytler et al., 2017 ). Therefore, the characteristics are more helpful in terms of increasing students’ academic learning achievement. In addition, the duration of the instruction factor also shows one of the potential factors in influencing the student’s effectiveness in academic learning achievement. Longer times of STEM enactment show to be more effective than shorter times; this result makes sense because, with sufficient time, students could better absorb and gradually improve their academic learning achievement (Çevik, 2018 ; Sarican & Akgunduz, 2018 ).

On the other hand, different conditions were found at higher-order thinking skills and motivation for learning outcomes. The results of both learning outcomes show that only the duration of instruction is significant, especially at the higher-order thinking of learning outcomes. This result means that a long time has the potential to be more effective in increasing higher-order thinking skills for Asian students. Lestari et al. (2018) and Lin, Hsiao, Chang, Chien, and Wu ( 2018 ) stated that time played a vital role in honing students’ higher-order thinking skills such as problem-solving and creative thinking of a STEM education field. However, the duration of the instruction factor is not significantly different from the motivation of learning outcomes. Whether STEM enactment is done in a short or over a long period, student motivation is equally effective. The same conditions are shown in other factors such as approach or learning model and learning orientation. Furthermore, this condition indicates that whether there are other approaches involved in STEM enactment, and whether it is culture centric or universal oriented, STEM enactment will provide relatively the equivalent effectiveness, especially in higher-order thinking skills and student motivation. That is, higher-order thinking skills and motivation are very closely tied to its STEM enactment, not from the supporting factors. This reason is reinforced by the opinion of Chiang and Lee ( 2016 ) and Ugras ( 2018 ), which states that STEM lessons have a robust character to increase learning motivation and higher-order thinking skills of students.

Conclusion and practical implications

The results of this study indicate a propitious effect of implementing STEM education on students’ learning outcomes in Asia. The effect is evident in the students’ learning achievement, higher-order thinking skills, and motivation. We have also concluded that STEM education in Asia leads to a higher effect on students’ higher-order thinking skills, students’ learning achievement, and finally, motivation. Furthermore, STEM education constitutes the most promising teaching and learning innovation, especially to prepare students honing higher-order thinking skills as well as to attract students’ interest in learning, which is crucial in adapting to the competitive era.

Likewise, based on the results of this study, when implementing STEM teaching and learning within a classroom, several factors must be considered; first, teachers may combine STEM lessons with any teaching approach or learning model. For instance, the teachers can combine STEM teaching with the 6E learning model or project-based learning approach. The combination would give a strong direction for a teacher in realizing the lesson goal. Another suggestion is to involve the local culture in STEM lessons. Such involvement is crucial to academic performance and essential to culturally responsive pedagogy. Local culture can be in the form of the main lesson topics, enrichment material, the way of teaching and learning process, or even the use of localized languages and properties. Lastly, when applying STEM lessons, calculating the amount of time needed, then utilizing a sufficient amount of time toward application is fundamental. The study suggests more than 2 h, spread over two or more class periods, will assist students’ academic learning achievement and higher-order thinking skills. Indeed, these three factors are significant in maximizing STEM effectiveness in Asian student learning outcomes.

While the authors strongly recommend educators, and researchers, apply STEM education as a regular part of learning in Asian countries, a concern is that this study only involves 54 selected studies. We believe there are still other studies that are also related to STEM education and the effectiveness of students’ learning outcomes that were not identified. These limitations can be caused by several things, such as the language used in the title and abstracts written in languages other than English. Another limitation is that this study is more focused on the meta-analysis method that evaluates quantitative research, so we cannot ascertain whether the learning outcome obtained so far has anything to do with teacher attitudes and knowledge of STEM education or not. Also, concerning to calculation of effect size on the potential moderator variables, this current research is still a limited number of studies. A power analysis indicated that the sample size showed relatively weak results to obtain significant and substantial effects for the targeted variables. A larger number of studies are needed to verify result analysis as well as to continue future research. Nevertheless, we believe this research is a comprehensive, valid, and reliable starting point in providing up-to-date information about the conditions of STEM enactment in Asia.

Potential future research based on the results, discussion, and limitations of this study includes investigating Asian teachers’ perceptions (based on their philosophy and belief) and current knowledge concerning STEM education as well as how to apply the approach in different fields. This study serves as an inspiration for researchers to develop or modify STEM lessons, originating from western countries, into diversified STEM types and variances that comply with the cultural background and geographical conditions of each country. Moreover, an attempt to develop, implement, or modify STEM-related curriculum is also a promising future research opportunity.

Availability of data and materials

Not applicable.

Abbreviations

Higher-order thinking skills

Science, technology, engineering, mathematics

STEM-project-based learning

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Acknowledgements

The authors would like to express the gratefulness to Terrence from the Science Education Center, NTNU, who have helped in the English editing process. We also would like to say thank you, for having received funding from the Ph.D. Degree Training of the 4 in 1 project of University of Jember, Ministry of Research Technology and Higher Education Indonesia, and Islamic Development Bank (IsDB).

This research is supported in part by the Ministry of Science and Technology (MOST), Taiwan, R.O.C., under the grant number MOST 106-2511-S-003-050-MY3, “STEM for 2TV (science, technology, engineering, and mathematics for Taiwan, Thailand, and Vietnam): A Joint Adventure in Science Education Research and Practice; The “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan; and National Taiwan Normal University Subsidy for Talent Promotion Program.

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All authors contributed to the paper. Data curation, B-W; formal analysis, B-W; funding acquisition, CY-C; investigation, B-W; methodology, B-W, PL-L, and CY-C; project administration, CY-C; resources, CY-C; supervision, CY-C; validation, B-W and PL-L; and writing—original draft, B-W. Finally, CY-C, acted as a corresponding author. The authors read and approved the final manuscript.

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Wahono, B., Lin, PL. & Chang, CY. Evidence of STEM enactment effectiveness in Asian student learning outcomes. IJ STEM Ed 7 , 36 (2020). https://doi.org/10.1186/s40594-020-00236-1

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Rodriguez April 2023 Researchers found that because participants did not attend to how racism and White supremacy fostered negative climate, their strategies (e.g., increased recruitment, committees, workshops) left systemic racism intact and (un)intentionally amplified labor for racially minoritized graduate students and faculty champions who often led change efforts with little support. Kathleen Lynch, Lily An, Zid Mancenido , July 2022 Researchers found an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes. Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley , May 2022 Researchers address this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors. Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow , May 2022 Researchers found that the more place-based workforce development adolescents reported, the higher their expectancy beliefs, STEM career interest, and rural community aspirations. Matthew H. Rafalow, Cassidy Puckett May 2022 Researchers found that educational resources, like digital technologies, are also sorted by schools. Pamela Burnard, Laura Colucci-Gray, Carolyn Cooke  April 2022 This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sciences are not separate or even separable endeavors. Salome Wörner, Jochen Kuhn, Katharina Scheiter , April 2022 Researchers conclude that for combining real and virtual experiments, apart from the individual affordances and the learning objectives of the different experiment types, especially their specific function for the learning task must be considered. Seung-hyun Han, Eunjung Grace Oh, Sun “Pil” Kang April 2022 Researchers found that the knowledge sharing mechanism and student learning outcomes can be explained in terms of their social capital within social networks. Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Christopher Klager, Lydia Bradford, I-Chien Chen, Quinton Baker, Israel Touitou, Deborah Peek-Brown, Rachel Marias Dezendorf, Sarah Maestrales, Kayla Bartz March 2022  Researchers found that improving secondary school science learning is achievable with a coherent system comprising teacher and student learning experiences, professional learning, and formative unit assessments that support students in “doing” science. Paulo Tan, Alexis Padilla, Rachel Lambert , March 2022 Researchers found that studies continue to avoid meaningful intersectional considerations of race and disability. Ta-yang Hsieh, Sandra D. Simpkins March 2022 Researchers found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation. Jonté A. Myers, Bradley S. Witzel, Sarah R. Powell, Hongli Li, Terri D. Pigott, Yan Ping Xin, Elizabeth M. Hughes , February 2022 Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. Grace A. Chen, Ilana S. Horn , January 2022 The findings from this review highlight the interconnectedness of structures and individual lives, of the material and ideological elements of marginalization, of intersectionality and within-group heterogeneity, and of histories and institutions. Victor R. Lee, Michelle Hoda Wilkerson, Kathryn Lanouette December 2021 Researchers offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data. Ido Davidesco, Camillia Matuk, Dana Bevilacqua, David Poeppel, Suzanne Dikker December 2021 This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation. Guan K. Saw, Charlotte A. Agger December 2021 Researchers found that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation. Kyle M. Whitcomb, Sonja Cwik, Chandralekha Singh November 2021 Researchers found that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students. Lana M. Minshew, Amanda A. Olsen, Jacqueline E. McLaughlin , October 2021 Researchers found that the CA framework is a useful and effective model for supporting faculty in cultivating rich learning opportunities for STEM graduate students. Xin Lin, Sarah R. Powell , October 2021 Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance. Christine L. Bae, Daphne C. Mills, Fa Zhang, Martinique Sealy, Lauren Cabrera, Marquita Sea , September 2021 This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes. Toya Jones Frank, Marvin G. Powell, Jenice L. View, Christina Lee, Jay A. Bradley, Asia Williams  August/September 2021 Researchers found that teachers’ experiences of microaggressions accounted for most of the variance in our modeling of teachers’ thoughts of leaving the profession. Ebony McGee, Yuan Fang, Yibin (Amanda) Ni, Thema Monroe-White August 2021 Researchers found that 40.7% of the respondents reported that their career plans have been affected by Trump’s antiscience policies, 54.5% by the COVID-19 pandemic. Martha Cecilia Bottia, Roslyn Arlin Mickelson, Cayce Jamil, Kyleigh Moniz, Leanne Barry , May 2021 Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed. Iris Daruwala, Shani Bretas, Douglas D. Ready  April 2021 Researchers describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning. Michael A. Gottfried, Jay Plasman, Jennifer A. Freeman, Shaun Dougherty March 2021 Researchers found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities. Ebony Omotola McGee  December 2020 This manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. Miray Tekkumru-Kisa, Mary Kay Stein, Walter Doyle  November 2020 The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago. Elizabeth S. Park, Federick Ngo November 2020 Researchers found that lower math placement may have supported women, and to a lesser extent URM students, in completing transferable STEM credits. Karisma Morton, Catherine Riegle-Crumb  August/September 2020 Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed. Qi Zhang, Jessaca Spybrook, Fatih Unlu , July 2020 Researchers consider strategies to maximize the efficiency of the study design when both student and teacher effects are of primary interest. Jennifer Lin Russell, Richard Correnti, Mary Kay Stein, Ally Thomas, Victoria Bill, Laurie Speranzo , July 20, 2020 Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice—deep and specific prelesson planning conversations—and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking. Maithreyi Gopalan, Kelly Rosinger, Jee Bin Ahn , April 21, 2020 The overarching purpose of this chapter is to explore and document the growth, applicability, promise, and limitations of quasi-experimental research designs in education research. Thomas M. Philip, Ayush Gupta , April 21, 2020 By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. Steve Graham, Sharlene A. Kiuhara, Meade MacKay , March 19, 2020 This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning. Janina Roloff, Uta Klusmann, Oliver Lüdtke, Ulrich Trautwein , January 2020  Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality. : Contemporary Views on STEM Subjects and Language With English Learners Okhee Lee, Amy Stephens , 2020  With the release of the consensus report , the authors highlight foundational constructs and perspectives associated with STEM subjects and language with English learners that frame the report. Angela Calabrese Barton and Edna Tan , 2020  This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways. Day Greenberg, Angela Calabrese Barton, Carmen Turner, Kelly Hardy, Akeya Roper, Candace Williams, Leslie Rupert Herrenkohl, Elizabeth A. Davis, Tammy Tasker , 2020 Researchers  report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis. Tatiana Melguizo, Federick Ngo , 2020 This study explores the extent to which “college-ready” students, by high school standards, are assigned to remedial courses in college. Karisma Morton and Catherine Riegle-Crumb , 2020 Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed. Jonathan D. Schweig, Julia H. Kaufman, and V. Darleen Opfer , 2020 Researchers found that there are both substantial fluctuations in students’ engagement in these practices and reported cognitive demand from day to day, as well as large differences across teachers. David Blazar and Casey Archer , 2020 Researchers found that exposure to “ambitious” mathematics practices is more strongly associated with test score gains of English language learners compared to those of their peers in general education classrooms. Megan Hopkins, Hayley Weddle, Maxie Gluckman, Leslie Gautsch , December 2019  Researchers show how both researchers and practitioners facilitated research use. Adrianna Kezar, Samantha Bernstein-Sierra , October 2019 Findings suggest that Association of American Universities’ influence was a powerful motivator for institutions to alter deeply ingrained perceptions and behaviors. Denis Dumas, Daniel McNeish, Julie Sarama, Douglas Clements , October 2019 While students who receive a short-term intervention in preschool may not differ from a control group in terms of their long-term mathematics outcomes at the end of elementary school, they do exhibit significantly steeper growth curves as they approach their eventual skill level. Jessica Thompson, Jennifer Richards, Soo-Yean Shim, Karin Lohwasser, Kerry Soo Von Esch, Christine Chew, Bethany Sjoberg, Ann Morris , September 2019 Researchers used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives. Ross E. O’Hara, Betsy Sparrow , September 2019 Results indicate that interventions that target psychosocial barriers experienced by community college STEM students can increase retention and should be considered alongside broader reforms. Ran Liu, Andrea Alvarado-Urbina, Emily Hannum , September 2019 Findings reveal disparate national patterns in gender gaps across the performance distribution. Adam Kirk Edgerton , September 2019  Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, the author investigates the decline in the popularity of K–12 standards-based reform. Amy Noelle Parks , September 2019  The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways. Rajeev Darolia, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, Junpeng Yan , September 30, 2019 Researchers found that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment. Laura A. Davis, Gregory C. Wolniak, Casey E. George, Glen R. Nelson , August 2019 The findings point to variation in informational quality across dimensions ranging from clarity of language use and terminology, to consistency and coherence of visual displays, which accompany navigational challenges stemming from information fragmentation and discontinuity across pages. Juan E. Saavedra, Emma Näslund-Hadley, Mariana Alfonso , August 12, 2019 Researchers present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country. F. Chris Curran, James Kitchin , July 2019 Researchers found suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement. Kathleen Lynch, Heather C. Hill, Kathryn E. Gonzalez, Cynthia Pollard , June 2019 Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers’ content knowledge, pedagogical content knowledge, and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice. Elizabeth Stearns, Martha Cecilia Bottia, Jason Giersch, Roslyn Arlin Mickelson, Stephanie Moller, Nandan Jha, Melissa Dancy , June 2019  Researchers found that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration. Nicole Shechtman, Jeremy Roschelle, Mingyu Feng, Corinne Singleton , May 2019 As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, the findings provide a relevant caution. Colleen M. Ganley, Robert C. Schoen, Mark LaVenia, Amanda M. Tazaz , March 2019 Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math. Felicia Moore Mensah , February 2019  The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, Jiesi Guo, James Conigrave, Marjorie Seaton , February 2019  Researchers evaluated STEM coursework selection by women and men in senior high school and university, controlling achievement and expectancy-value variables. Yasemin Copur-Gencturk, Debra Plowman, Haiyan Bai , January 2019  The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Rebecca Colina Neri, Maritza Lozano, Louis M. Gomez , 2019 Researchers found that teacher resistance to CRE as a multilevel learning problem stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it. Russell T. Warne, Gerhard Sonnert, and Philip M. Sadler , 2019 Researchers  investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM. Catherine Riegle-Crumb, Barbara King, and Yasmiyn Irizarry , 2019  Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields. Eben B. Witherspoon, Paulette Vincent-Ruz, and Christian D. Schunn , 2019  Researchers found that high-performing women often graduate with lower paying, lower status degrees. Bruce Fuller, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, and Isabel García Valdivia , 2019 This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010. Rebekka Darner , 2019 Drawing from motivated reasoning and self-determination theories, this essay builds a theoretical model of how negative emotions, thwarting of basic psychological needs, and the backfire effect interact to undermine critical evaluation of evidence, leading to science denial. Okhee Lee , 2019 As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards. Mark C. Long, Dylan Conger, and Raymond McGhee, Jr. , 2019 The authors offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses. Yasemin Copur-Gencturk, Joseph R. Cimpian, Sarah Theule Lubienski, and Ian Thacker , 2019 Results indicate that teachers are not free of bias, and that teachers from marginalized groups may be susceptible to bias that favors stereotype-advantaged groups. Geoffrey B. Saxe and Joshua Sussman , 2019  Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms. Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters , 2019  The authors discuss whether it would have been appropriate to test for nominally equivalent outcomes, given that the study was initially conceived and designed to test for significant differences, and that the conclusion of no difference was not solely based on a null hypothesis test. Soobin Kim, Gregory Wallsworth, Ran Xu, Barbara Schneider, Kenneth Frank, Brian Jacob, Susan Dynarski , 2019 Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes. Dario Sansone , December 2018 Researchers found that students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students. Ebony McGee , December 2018 The authors argues that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs. Barbara Means, Haiwen Wang, Xin Wei, Emi Iwatani, Vanessa Peters , November 2018 Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation. Paulo Tan, Kathleen King Thorius , November 2018  Results indicate identity and power tensions that worked against equitable practices. Caesar R. Jackson , November 2018 This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU). Tuan D. Nguyen, Christopher Redding , September 2018 The results highlight the importance of recruiting qualified STEM teachers to work in high-poverty schools and providing supports to help them thrive and remain in the classroom. Joseph A. Taylor, Susan M. Kowalski, Joshua R. Polanin, Karen Askinas, Molly A. M. Stuhlsatz, Christopher D. Wilson, Elizabeth Tipton, Sandra Jo Wilson , August 2018 The meta-analysis examines the relationship between science education intervention effect sizes and a host of study characteristics, allowing primary researchers to access better estimates of effect sizes for a priori power analyses. The results of this meta-analysis also support programmatic decisions by setting realistic expectations about the typical magnitude of impacts for science education interventions. Brian A. Burt, Krystal L. Williams, Gordon J. M. Palmer , August 2018 Three factors are identified as helping them persist from year to year, and in many cases through completion of the doctorate: the role of family, spirituality and faith-based community, and undergraduate mentors. Anna-Lena Rottweiler, Jamie L. Taxer, Ulrike E. Nett , June 2018 Suppression improved mood in exam-related anxiety, while distraction improved mood only in non-exam-related anxiety. Gabriel Estrella, Jacky Au, Susanne M. Jaeggi, Penelope Collins , April 2018 Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs. Heather C. Hill, Mark Chin , April 2018 In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes. Darrell M. Hull, Krystal M. Hinerman, Sarah L. Ferguson, Qi Chen, Emma I. Näslund-Hadley , April 20, 2018 Both quantitative and qualitative evidence suggest students within this culture respond well to this relatively simple and inexpensive intervention that departs from traditional, expository math instruction in many developing countries. Erika C. Bullock , April 2018 The author reviews CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Angela Calabrese Barton, Edna Tan , March 2018  Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities’ rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience. Sabrina M. Solanki, Di Xu , March 2018  Researchers found that having a female instructor narrows the gender gap in terms of engagement and interest; further, both female and male students tend to respond to instructor gender. Susanne M. Jaeggi, Priti Shah , February 2018 These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development. Danyelle T. Ireland, Kimberley Edelin Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, Kamilah M. Woodson , 2018 Researchers found that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Ann Y. Kim, Gale M. Sinatra, Viviane Seyranian , 2018 Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings. Guan Saw, Chi-Ning Chang, and Hsun-Yu Chan , 2018  Results indicated that female, Black, Hispanic, and low SES students were less likely to show, maintain, and develop an interest in STEM careers during high school years. Di Xu, Sabrina Solanki, Peter McPartlan, and Brian Sato , 2018 This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and noncognitive outcomes at a large public 4-year institution. Christina S. Chhin, Katherine A. Taylor, and Wendy S. Wei , 2018 Data showed that IES has not funded any direct replications that duplicate all aspects of the original study, but almost half of the funded grant applications can be considered conceptual replications that vary one or more dimensions of a prior study. Okhee Lee , 2018 As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters , 2018 Researchers found no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed. Colleen M. Ganley, Casey E. George, Joseph R. Cimpian, Martha B. Makowski , December 2017  Researchers found that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. James P. Spillane, Megan Hopkins, Tracy M. Sweet , December 2017 This article examines the relationship between teachers’ instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education.  Susan A. Yoon, Sao-Ee Goh, Miyoung Park , December 6, 2017 Results revealed needs in five areas of research: a need to diversify the knowledge domains within which research is conducted, more research on learning about system states, agreement on the essential features of complex systems content, greater focus on contextual factors that support learning including teacher learning, and a need for more comparative research. Candace Walkington, Virginia Clinton, Pooja Shivraj , November 2017  Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear to differentially positively impact struggling students. Rebecca L. Matz, Benjamin P. Koester, Stefano Fiorini, Galina Grom, Linda Shepard, Charles G. Stangor, Brad Weiner, Timothy A. McKay , November 2017 Biology, chemistry, physics, accounting, and economics lecture courses regularly exhibit gendered performance differences that are statistically and materially significant, whereas lab courses in the same subjects do not. Adam V. Maltese, Christina S. Cooper , August 2017 The results reveal that although there is no singular pathway into STEM fields, self-driven interest is a large factor in persistence, especially for males, and females rely more heavily on support from others. Brian R. Belland, Andrew E. Walker, Nam Ju Kim , August 2017 Scaffolding has a consistently strong effect across student populations, STEM disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional and educational levels. Di Xu, Shanna Smith Jaggars , July 2017 The findings indicate a robust negative impact of online course taking for both subjects. Maisie L. Gholson, Charles E. Wilkes , June 2017 This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Sarah Theule Lubienski, Emily K. Miller, and Evthokia Stephanie Saclarides , November 2017  Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scholarly works than women across many fields, with differences largest in natural/biological sciences and engineering.  David Blazar, Cynthia Pollard , October 2017 Drawing on classroom observations and teacher surveys, researchers find that test preparation activities predict lower quality and less ambitious mathematics instruction in upper-elementary classrooms. Nicole M. Joseph, Meseret Hailu, Denise Boston , June 2017 This integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes. Benjamin L. Wiggins, Sarah L. Eddy, Daniel Z. Grunspan, Alison J. Crowe , May 2017 Researchers describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive) in this ecological classroom environment. Sean Gehrke, Adrianna Kezar , May 2017  This study examines how involvement in four cross-institutional STEM faculty communities of practice is associated with local departmental and institutional change for faculty members belonging to these communities. Lawrence Ingvarson, Glenn Rowley , May 2017 This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level.  Will Tyson, Josipa Roksa , April 2017 This study examines how course grades and course rigor are associated with math attainment among students with similar eighth-grade standardized math test scores.  Anne K. Morris, James Hiebert , March 2017 Researchers investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation.  Laura M. Desimone, Kirsten Lee Hill , March 2017 Researchers use data from a randomized controlled trial of a middle school science intervention to explore the causal mechanisms by which the intervention produced previously documented gains in student achievement. Okhee Lee , March 2017 This article focuses on how the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed. Cory Koedel, Diyi Li, Morgan S. Polikoff, Tenice Hardaway, Stephani L. Wrabel , February 2017 Researchers estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Mary Kay Stein, Richard Correnti, Debra Moore, Jennifer Lin Russell, Katelynn Kelly , January 2017 Researchers argue that large-scale, standards-based improvements in the teaching and learning of mathematics necessitate advances in theories regarding how teaching affects student learning and progress in how to measure instruction. Alan H. Schoenfeld , December 2016 The author begins by tracing the growth and change in research in mathematics education and its interdependence with research in education in general over much of the 20th century, with an emphasis on changes in research perspectives and methods and the philosophical/empirical/disciplinary approaches that underpin them.  Marcia C. Linn, Libby Gerard, Camillia Matuk, Kevin W. McElhaney , December 2016 This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. : Are Teachers’ Implicit Cognitions Another Piece of the Puzzle? Almut E. Thomas , December 2016 Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science.  : A By-Product of STEM College Culture? Ebony O. McGee , December 2016  The researcher found that the 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields.  James Cowan, Dan Goldhaber, Kyle Hayes, Roddy Theobald , November 2016 Researchers discuss public policies that contribute to teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged) as well as potential solutions. : A Sociological Analysis of Multimethod Data From Young Women Aged 10–16 to Explore Gendered Patterns of Post-16 Participation Louise Archer, Julie Moote, Becky Francis, Jennifer DeWitt, Lucy Yeomans , November 2016 Researchers draw on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who had been tracked from age 10 to 16), focusing in particular on seven girls who aspired to continue with physics post-16, discussing how the cultural arbitrary of physics requires these girls to be highly “exceptional,” undertaking considerable identity work and deployment of capital in order to “possibilize” a physics identity—an endeavor in which some girls are better positioned to be successful than others. Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason , October 2016 In a randomized field trial with 2,850 seventh-grade mathematics students, researchers evaluated whether an educational technology intervention increased mathematics learning. : Making Research Participation Instructionally Effective Sherry A. Southerland, Ellen M. Granger, Roxanne Hughes, Patrick Enderle, Fengfeng Ke, Katrina Roseler, Yavuz Saka, Miray Tekkumru-Kisa , October 2016 As current reform efforts in science place a premium on student sense making and participation in the practices of science, researchers use a close examination of 106 science teachers participating in Research Experiences for Teachers (RET) to identify, through structural equation modeling, the essential features in supporting teacher learning from these experiences. Brian R. Belland, Andrew E. Walker, Nam Ju Kim, Mason Lefler , October 2016 This review addresses the need for a comprehensive meta-analysis of research on scaffolding in STEM education by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula. Vaughan Prain, Brian Hand , October 2016 Researchers claim that there are strong evidence-based reasons for viewing writing as a central but not sole resource for learning, drawing on both past and current research on writing as an epistemological tool and on their professional background in science education research, acknowledging its distinctive take on the use of writing for learning.  June Ahn, Austin Beck, John Rice, Michelle Foster , September 2016 Researchers present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where the researchers are exploring the impact of educational software on students’ academic achievement. Barbara King , September 2016 This study uses nationally representative data from a recent cohort of college students to investigate thoroughly gender differences in STEM persistence.  Ryan C. Svoboda, Christopher S. Rozek, Janet S. Hyde, Judith M. Harackiewicz, Mesmin Destin , August 2016 This longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the socioeconomic status (SES) and mathematics and science course-taking relationship.  Mathematics Course Placements in California Middle Schools, 2003–2013 Thurston Domina, Paul Hanselman, NaYoung Hwang, Andrew McEachin , July 2016  Researchers consider the organizational processes that accompanied the curricular intensification of the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubling to 65% between 2003 and 2013. Lina Shanley , July 2016 Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and between early and later mathematics growth parameters.  Mimi Engel, Amy Claessens, Tyler Watts, George Farkas , June 2016 Analyzing data from two nationally representative kindergarten cohorts, researchers examine the mathematics content teachers cover in kindergarten. F. Chris Curran, Ann T. Kellogg , June 2016 Researchers present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 that demonstrate significant gaps in science achievement in kindergarten and first grade by race/ethnicity. Rachel Garrett, Guanglei Hong , June 2016 Analyzing the Early Childhood Longitudinal Study–Kindergarten cohort data, researchers find that heterogeneous grouping or a combination of heterogeneous and homogeneous grouping under relatively adequate time allocation is optimal for enhancing teacher ratings of language minority kindergartners’ math performance, while using homogeneous grouping only is detrimental.  Jennifer Gnagey, Stéphane Lavertu , May 2016 This study is one of the first to estimate the impact of “inclusive” science, technology, engineering, and mathematics (STEM) high schools using student-level data.  Hanna Gaspard, Anna-Lena Dicke, Barbara Flunger, Isabelle Häfner, Brigitte M. Brisson, Ulrich Trautwein, Benjamin Nagengast , May 2016  Through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms, researchers address how interventions on students’ STEM motivation in school affect motivation in subjects not targeted by the intervention. Rebecca M. Callahan, Melissa H. Humphries , April 2016  Researchers employ multivariate methods to investigate immigrant college going by linguistic status using the Educational Longitudinal Study of 2002. Federick Ngo, Tatiana Melguizo , March 2016 Researchers take advantage of heterogeneous placement policy in a large urban community college district in California to compare the effects of math remediation under different policy contexts. : An Analysis of German Fourth- and Sixth-Grade Classrooms Steffen Tröbst, Thilo Kleickmann, Kim Lange-Schubert, Anne Rothkopf, Kornelia Möller , February 2016  Researchers examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual interest in science between elementary and secondary school classrooms. : A Mixed-Methods Study David F. Feldon, Michelle A. Maher, Josipa Roksa, James Peugh , February 2016  Researchers offer evidence of a similar phenomenon to cumulative advantage, accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany diverging developmental trajectories.   : The Influence of Time, Peers, and Place Luke Dauter, Bruce Fuller , February 2016  Researchers hypothesize that pupil mobility stems from the (a) student’s time in school and grade; (b) student’s race, class, and achievement relative to peers; (c) quality of schooling relative to nearby alternatives; and (4) proximity, abundance, and diversity of local school options.  : How Workload and Curricular Affordances Shape STEM Faculty Decisions About Teaching and Learning Matthew T. Hora , January 2016 In this study the idea of the “problem space” from cognitive science is used to examine how faculty construct mental representations for the task of planning undergraduate courses.  Jessaca Spybrook, Carl D. Westine, Joseph A. Taylor , January 2016 This article provides empirical estimates of design parameters necessary for planning adequately powered cluster randomized trials (CRTs) focused on science achievement.  Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Steve Maczuga , January 2016 Researchers examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools.  : Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools Lois Weis, Margaret Eisenhart, Kristin Cipollone, Amy E. Stich, Andrea B. Nikischer, Jarrod Hanson, Sarah Ohle Leibrandt, Carrie D. Allen, Rachel Dominguez , December 2015  Researchers present findings from a three-year comparative longitudinal and ethnographic study of how schools in two cities, Buffalo and Denver, have taken up STEM education reform, including the idea of “inclusive STEM-focused schools,” to address weaknesses in urban high schools with majority low-income and minority students.  : How Do They Interact in Promoting Science Understanding? Jasmin Decristan, Eckhard Klieme, Mareike Kunter, Jan Hochweber, Gerhard Büttner, Benjamin Fauth, A. Lena Hondrich, Svenja Rieser, Silke Hertel, Ilonca Hardy , December 2015 Researchers examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. : An International Perspective William H. Schmidt, Nathan A. Burroughs, Pablo Zoido, Richard T. Houang , October 2015 In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy.  Xueli Wang , September 2015 This study examines the effect of beginning at a community college on baccalaureate success in science, technology, engineering, and mathematics (STEM) fields.  : Trends and Predictors David M. Quinn, North Cooc , August 2015 With research on science achievement disparities by gender and race/ethnicity often neglecting the beginning of the pipeline in the early grades, researchers address this limitation using nationally representative data following students from Grades 3 to 8.  Shaun M. Dougherty, Joshua S. Goodman, Darryl V. Hill, Erica G. Litke, Lindsay C. Page , May 2015 Researchers highlight a collaboration to investigate one district’s effort to increase middle school algebra course-taking. David F. Feldon, Michelle A. Maher, Melissa Hurst, Briana Timmerman , April 2015 This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM.  : Reviving Science Education for Civic Ends John L. Rudolph , December 2014  This article revisits John Dewey’s now-well-known address “Science as Subject-Matter and as Method” and examines the development of science education in the United States in the years since that address. Dermot F. Donnelly, Marcia C. Linn Sten Ludvigsen , December 2014 The National Science Foundation–sponsored report Fostering Learning in the Networked World called for “a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences”; we review research on science inquiry learning environments (ILEs) to characterize current platforms.  : A Longitudinal Case Study of America’s Chemistry Teachers Gregory T. Rushton, Herman E. Ray, Brett A. Criswell, Samuel J. Polizzi, Clyde J. Bearss, Nicholas Levelsmier, Himanshu Chhita, Mary Kirchhoff , November 2014  Researchers perform a longitudinal case study of U.S. public school chemistry teachers to illustrate a diffusion of responsibility within the STEM community regarding who is responsible for the teacher workforce.  : Relations Between Early Mathematics Knowledge and High School Achievement Tyler W. Watts, Greg J. Duncan, Robert S. Siegler, Pamela E. Davis-Kean , October 2014 Researchers find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. T. Jared Robinson, Lane Fischer, David Wiley, John Hilton, III , October 2014 The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics. : 1968–2009 Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Shannon O. Driskell, Margaret L. Niess, David K. Pugalee , October 2014  We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Andrew D. Plunk, William F. Tate, Laura J. Bierut, Richard A. Grucza , June 2014 Using logistic regression with Census and American Community Survey (ACS) data (  = 2,892,444), researchers modeled mathematics and science course graduation requirement (CGR) exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree.  Corey Drake, Tonia J. Land, Andrew M. Tyminski , April 2014 Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, researchers seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching? Lorraine M. McDonnell, M. Stephen Weatherford , December 2013 This article draws on theories of political and policy learning and interviews with major participants to examine the role that the Common Core State Standards (CCSS) supporters have played in developing and implementing the standards, supporters’ reasons for mobilizing, and the counterarguments and strategies of recently emerging opposition groups. : Motivation, High School Learning, and Postsecondary Context of Support Xueli Wang , October 2013  This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions.  Philip M. Sadler, Gerhard Sonnert, Harold P. Coyle, Nancy Cook-Smith, Jaimie L. Miller , October 2013 This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. : Teaching Critical Mathematics in a Remedial Secondary Classroom Andrew Brantlinger , October 2013  The researcher presents results from a practitioner research study of his own teaching of critical mathematics (CM) to low-income students of color in a U.S. context.  Jason G. Hill, Ben Dalton , October 2013 This study investigates the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics’ High School Longitudinal Study of 2009 (HSLS:09). Kristin F. Butcher, Mary G. Visher , September 2013 This study uses random assignment to investigate the impact of a “light-touch” intervention, where an individual visited math classes a few times during the semester, for a few minutes each time, to inform students about available services. Janet M. Dubinsky, Gillian Roehrig, Sashank Varma , August 2013  Researchers argue that the neurobiology of learning, and in particular the core concept of  , have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning.  : The Impact of Undergraduate Research Programs M. Kevin Eagan, Jr., Sylvia Hurtado, Mitchell J. Chang, Gina A. Garcia, Felisha A. Herrera, Juan C. Garibay , August 2013  Researchers’ findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program. Okhee Lee, Helen Quinn, Guadalupe Valdés , May 2013 This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in “A Framework for K–12 Science Education,” released by the National Research Council (2011). Liliana M. Garces , April 2013  This study examines the effects of affirmative action bans in four states (California, Florida, Texas, and Washington) on the enrollment of underrepresented students of color within six different graduate fields of study: the natural sciences, engineering, social sciences, business, education, and humanities. : Learning Lessons From Research on Diversity in STEM Fields Shirley M. Malcom, Lindsey E. Malcom-Piqueux , April 2013 Researchers argue that social scientists ought to look to the vast STEM education research literature to begin the task of empirically investigating the questions raised in the   case.  Roslyn Arlin Mickelson, Martha Cecilia Bottia, Richard Lambert , March 2013 This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K–12 schools students attend.  Jeffrey Grigg, Kimberle A. Kelly, Adam Gamoran, Geoffrey D. Borman , March 2013 Researchers examine classroom observations from a 3-year large-scale randomized trial in the Los Angeles Unified School District (LAUSD) to investigate the extent to which a professional development initiative in inquiry science influenced teaching practices in in 4th and 5th grade classrooms in 73 schools. :  Angela Calabrese Barton, Hosun Kang, Edna Tan, Tara B. O’Neill, Juanita Bautista-Guerra, Caitlin Brecklin , February 2013  This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years.  : A Review of the State of the Field Shuchi Grover, Roy Pea , January 2013  This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Jeannette Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries. Catherine Riegle-Crumb, Barbara King, Eric Grodsky, Chandra Muller , December 2012  This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement.  Richard M. Ingersoll, Henry May , December 2012 This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover.  : How Families Shape Children’s Engagement and Identification With Science Louise Archer, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis, Billy Wong , October 2012  Drawing on the conceptual framework of Bourdieu, this article explores how the interplay of family habitus and capital can make science aspirations more “thinkable” for some (notably middle-class) children than others. Erin Marie Furtak, Tina Seidel, Heidi Iverson, Derek C. Briggs , September 2012 This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students.  Jaekyung Lee, Todd Reeves , June 2012 This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990–2009 NAEP state assessment data.  : Toward a Theory of Teaching Paola Sztajn, Jere Confrey, P. Holt Wilson, Cynthia Edgington , June 2012 Researchers propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs).  : The Perspectives of Exemplary African American Teachers Jianzhong Xu, Linda T. Coats, Mary L. Davidson , February 2012  Researchers argue both the urgency and the promise of establishing a constructive conversation among different bodies of research, including science interest, sociocultural studies in science education, and culturally relevant teaching.  Rebecca M. Schneider, Kellie Plasman , December 2011 This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.  Brian A. Nosek, Frederick L. Smyth , October 2011  Researchers examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants.  Libby F. Gerard, Keisha Varma, Stephanie B. Corliss, Marcia C. Linn , September 2011 Researchers’ findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms.  : Teaching and Learning Impacts of Reading Apprenticeship Professional Development Cynthia L. Greenleaf, Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, Barbara Jones , June 2011  This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers’ instructional practices and students’ achievement in science and literacy.  Paul Cobb, Kara Jackson , May 2011 The authors comment on Porter, McMaken, Hwang, and Yang’s recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence.  P. Wesley Schultz, Paul R. Hernandez, Anna Woodcock, Mica Estrada, Randie C. Chance, Maria Aguilar, Richard T. Serpe , March 2011 This study reports results from a longitudinal study of students supported by a national National Institutes of Health–funded minority training program, and a propensity score matched control.  : Three Large-Scale Studies Jeremy Roschelle, Nicole Shechtman, Deborah Tatar, Stephen Hegedus, Bill Hopkins, Susan Empson, Jennifer Knudsen, Lawrence P. Gallagher , December 2010  The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics.  : Examining Disparities in College Major by Gender and Race/Ethnicity Catherine Riegle-Crumb, Barbara King , December 2010  The authors analyze national data on recent college matriculants to investigate gender and racial/ethnic disparities in STEM fields, with an eye toward the role of academic preparation and attitudes in shaping such disparities.  Mary Kay Stein, Julia H. Kaufman , September 2010  This article begins to unravel the question, “What curricular materials work best under what kinds of conditions?” The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning.  Andy R. Cavagnetto , September 2010 This study of 54 articles from the research literature examines how argument interventions promote scientific literacy.  Victoria M. Hand , March 2010 The researcher examined how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions. Terrence E. Murphy, Monica Gaughan, Robert Hume, S. Gordon Moore, Jr. , March 2010 Researchers evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university.  Advertisement Trends and Hot Topics of STEM and STEM Education: a Co-word Analysis of Literature Published in 2011–2020 Published: 23 February 2023 Volume 33 , pages 1069–1092, ( 2024 ) Cite this article Ying-Shao Hsu   ORCID: orcid.org/0000-0002-1635-8213 1 , 2 , Kai-Yu Tang   ORCID: orcid.org/0000-0002-3965-3055 3 & Tzu-Chiang Lin   ORCID: orcid.org/0000-0003-3842-3749 4 , 5   1223 Accesses 3 Citations Explore all metrics This study explored research trends in science, technology, engineering, and mathematics (STEM) education. Descriptive analysis and co-word analysis were used to examine articles published in Social Science Citation Index journals from 2011 to 2020. From a search of the Web of Science database, a total of 761 articles were selected as target samples for analysis. A growing number of STEM-related publications were published after 2016. The most frequently used keywords in these sample papers were also identified. Further analysis identified the leading journals and most represented countries among the target articles. A series of co-word analyses were conducted to reveal word co-occurrence according to the title, keywords, and abstract. Gender moderated engagement in STEM learning and career selection. Higher education was critical in training a STEM workforce to satisfy societal requirements for STEM roles. Our findings indicated that the attention of STEM education researchers has shifted to the professional development of teachers. Discussions and potential research directions in the field are included. This is a preview of subscription content, log in via an institution to check access. Access this article Subscribe and save. 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Graduate Institute of Science Education, National Taiwan Normal University, No. 88, Ting-Jou Rd., Sec. 4, Taipei City, 116, Taiwan Ying-Shao Hsu Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, No. 88, Ting-Jou Rd., Sec. 4, Taipei City, 116, Taiwan Graduate Institute of Library & Information Science, National Chung Hsing University, 145 Xingda Rd., South Dist., Taichung City, 402, Taiwan Kai-Yu Tang Center for Liberal Arts, National Kaohsiung University of Science and Technology, No. 415, Jiangong Rd., Sanmin Dist, Kaohsiung City, 807618, Taiwan Tzu-Chiang Lin Center for Teacher Education, National Kaohsiung University of Science and Technology, No. 415, Jiangong Rd., Sanmin Dist, Kaohsiung City, 807618, Taiwan You can also search for this author in PubMed   Google Scholar Corresponding author Correspondence to Tzu-Chiang Lin . Ethics declarations Ethical approval and consent to participate. 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Sci & Educ 33 , 1069–1092 (2024). https://doi.org/10.1007/s11191-023-00419-6 Download citation Accepted : 26 January 2023 Published : 23 February 2023 Issue Date : August 2024 DOI : https://doi.org/10.1007/s11191-023-00419-6 Share this article Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative STEM education Co-word analysis Research trends Find a journal Publish with us Track your research UKnowledge > College of Education > STEM Education > Theses & Dissertations Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education Theses/dissertations from 2024 2024. Examining High School Mathematics Teachers' Research-Based Instructional Practices And Their Relationship To Students' Learning Outcomes: A Convergent Parallel Mixed-Method Study , Isiaka Busari EXPLORING TEACHERS’ VIEWS OF THE NATURE OF SCIENCE AND THEIR BELIEFS AND UNDERSTANDING ABOUT VIRUSES AND COVID-19: A MULTIPLE CASE STUDY OF THREE SECONDARY SCIENCE TEACHERS AT A RURAL HIGH SCHOOL IN THE SOUTHEASTERN UNITED STATES , Jeffrey Chalfant Theses/Dissertations from 2022 2022 A Survey of Elementary Educators' Self-Efficacy Related to STEM Education , Elizabeth McKenzie Johnson ELEMENTARY PRESERVICE TEACHERS SELF-EFFICACY AND CONFIDENCE TEACHING ENGINEERING , Andrea Perrin Theses/Dissertations from 2021 2021 EXPLORING THE IMPACT OF PRE-COLLEGE STEM EXPOSURE ON FIRST-YEAR ENGINEERING STUDENT SELF-EFFICACY , Micaha Dean Hughes COMPUTER SELF-EFFICACY AND MATH PERFORMANCE IN ADULT BASIC EDUCATION STUDENTS , Morgan Hilary Dow FACTORS IN THE SUCCESS OF FEMALE COMPUTING MAJORS IN COMMUNITY COLLEGES , Melanie Williamson Theses/Dissertations from 2019 2019 THE STAKEHOLDER GAP LENS: TEACHER AND PARENTAL PERCEPTIONS OF THE ACHIEVEMENT GAP IN KENTUCKY'S PUBLIC SCHOOLS , Heather Renee Brown Chapman A QUASI-EXPERIMENTAL STUDY OF MIDDLE LEVEL STUDENT ENGINEERING UNDERSTANDING PRE-AND POST-TREATMENT , Emily Driessen HIGH SCHOOL ENGINEERING STUDENTS’ IDENTITIES AND INTEREST IN STEM , Morgan Lane THE INFLUENCE OF ACCESS TO INFORMAL STEM LEARNING EXPERIENCES ON MIDDLE SCHOOL STUDENTS’ SELF-EFFICACY AND INTEREST IN STEM , Soledad G. Yao Theses/Dissertations from 2018 2018 “FROM SCHOOL OF CRISIS TO DISTINGUISHED”: HOW ONE SCHOOL CONTINUES TO DEFEAT THE ODDS , Ben Crawford Theses/Dissertations from 2017 2017 USING STUDENT CHARACTERISTICS, STUDENT SPATIAL-CONTENT KNOWLEDGE, AND TEACHER SPATIAL-CONTENT KNOWLEDGE TO PREDICT STUDENT SPATIAL-CONTENT KNOWLEDGE OF LUNAR PHASES , Kyle A. Curry Theses/Dissertations from 2016 2016 TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING , Brandon H. French WHAT’S IN A GENE: UNDERGRADUATES’ IDEAS AND MISCONCEPTIONS ABOUT GENE FUNCTION , Justin M. LeVaughn Searching for Answers When Girls Don't Perform Well: Evaluating Classroom Discourse and Microculture in a Sixth Grade Science Classroom , Lauren E. Schwartz Theses/Dissertations from 2015 2015 Success After Failure: An Examination of Credit Recovery Options and their Effect on College- and Career-Readiness , Kathryn B. Johnson Theses/Dissertations from 2014 2014 MEASURING POST-SECONDARY STEM MAJORS' ENGAGEMENT IN SUSTAINABILITY: THE CREATION, ASSESSMENT, AND VALIDATION OF AN INSTRUMENT FOR SUSTAINABILITY CURRICULA EVALUATION , David L. Little II Theses/Dissertations from 2013 2013 INVESTIGATING THE IMPACT OF INTERACTIVE APPLETS ON STUDENTS’ UNDERSTANDING OF PARAMETER CHANGES TO PARENT FUNCTIONS: AN EXPLANATORY MIXED METHODS STUDY , Robin R. McClaran Theses/Dissertations from 2012 2012 A DESCRIPTIVE, SURVEY RESEARCH STUDY OF THE STUDENT CHARACTERISTICS INFLUENCING THE FOUR THEORETICAL SOURCES OF MATHEMATICAL SELF-EFFICACY OF COLLEGE FRESHMEN , Tonja Motley Locklear Advanced Search Notify me via email or RSS Browse by Author Collections Disciplines Author Corner Submit Research New Title Here Below. --> connect. Law Library Special Collections Copyright Resource Center Graduate School Scholars@UK We’d like your feedback Home | About | FAQ | My Account | Accessibility Statement Privacy Copyright University of Kentucky ® An Equal Opportunity University Accreditation Directory Email Privacy Policy Accessibility Disclosures (Stanford users can avoid this Captcha by logging in.) Send to text email RefWorks EndNote printer Qualitative research in STEM : studies of equity, access, and innovation Available online, at the library. Education Library (Cubberley) The Education Library is closed for construction. Request items for pickup at another library. Items in Stacks Call number Note Status Q181 .Q35 2017 Unknown More options Find it at other libraries via WorldCat Contributors Description Creators/contributors, contents/summary. Contents Introduction Sherry Marx *"I am an innovator:" Quahn's Counter-narrative of Becoming in STEM Angela Calabrese Barton, Myunghwan Shin, and LaQuahn Johnson *"I come because I make toy.": Examining Nodes of Criticality in an Afterschool Science & Engineering (SE) Club with Refugee Youth Edna Tan and Beverly Faircloth * Sociocultural Analysis of Engineering Design: Latino High School Students' Funds of Knowledge and Implications for Culturally Responsive Engineering Education Joel Alejandro Mejia * Bruised But Not Broken: African American Women Persistence in Engineering Degree Programs in Spite of Stereotype Threat Sherry Marx * Examining Academic Integrity in the Postmodern: Undergraduates' Use of Solutions to Complete Textbook-based Engineering Coursework Angela Minichiello * Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering Matthew Meyer and Sherry Marx * nitacimowinis: A research story in Indigenous Science Education * From Ambivalences toward Self-Efficacy: Bilingual Teacher Candidates' Shifting Sense of Knowing as Conocimiento with STEM Anita Bright and G. Sue Kasun * Examining the Non-Rational in Science Classrooms: Girls, Sustainability, and Science Education Kim Haverkos * Seven Types of Subitizing Activity Characterizing Young Children's Mental Activity Beth L. MacDonald and Jesse L. M. Wilkins * Orienting Students to One Another and to the Mathematics During Discussions Elham Kazemi and Adrian Cunard List of Contributors Index. (source: Nielsen Book Data) Bibliographic information Acquired with support from. The Dr. Frank Y. Chuck and Dr. Bernadine Chuck Fong Family Book Fund Browse related items Stanford Home Maps & Directions Search Stanford Emergency Info Terms of Use Non-Discrimination Accessibility © Stanford University , Stanford , California 94305 . 200 Quantitative Research Title for Stem Students Are you a STEM (Science, Technology, Engineering, and Mathematics) student looking for inspiration for your next research project? You’re in the right place! Quantitative research involves gathering numerical data to answer specific questions, and it’s a fundamental part of STEM fields. To help you get started on your research journey, we’ve compiled a list of 200 quantitative research title for stem students. These titles span various STEM disciplines, from biology to computer science. Whether you’re an undergraduate or graduate student, these titles can serve as a springboard for your research ideas. Biology and Life Sciences The Impact of pH Levels on Microbial Growth Examining the Impact of Temperature on Enzyme Activity. Investigating the Relationship Between Genetics and Obesity Exploring the Diversity of Microorganisms in Soil Samples Quantifying the Impact of Pesticides on Aquatic Ecosystems Studying the Effect of Light Exposure on Plant Growth Analyzing the Efficiency of Antibiotics on Bacterial Infections Investigating the Relationship Between Blood Type and Disease Susceptibility Evaluating the Effects of Different Diets on Lifespan in Fruit Flies Evaluating the Influence of Air Pollution on Respiratory Health. Determining the Kinetics of Chemical Reactions Investigating the Conductivity of Various Ionic Solutions Analyzing the Effects of Temperature on Gas Solubility Studying the Corrosion Rate of Metals in Different Environments Quantifying the Concentration of Heavy Metals in Water Sources Evaluating the Efficiency of Photocatalytic Materials in Water Purification Examining the Thermodynamics of Electrochemical Cells Investigating the Effect of pH on Acid-Base Titrations Analyzing the Composition of Natural and Synthetic Polymers Assessing the Chemical Properties of Nanoparticles Measuring the Speed of Light Using Interferometry Studying the Behavior of Electromagnetic Waves in Different Media Investigating the Relationship Between Mass and Gravitational Force Analyzing the Efficiency of Solar Cells in Energy Conversion Examining Quantum Entanglement in Photon Pairs Quantifying the Heat Transfer in Different Materials Evaluating the Efficiency of Wind Turbines in Energy Production Studying the Elasticity of Materials Through Stress-Strain Analysis Analyzing the Effects of Magnetic Fields on Particle Motion Investigating the Behavior of Superconductors at Low Temperatures Mathematics Exploring Patterns in Prime Numbers Analyzing the Distribution of Random Variables Investigating the Properties of Fractals in Geometry Evaluating the Efficiency of Optimization Algorithms Studying the Dynamics of Differential Equations Quantifying the Growth of Cryptocurrency Markets Analyzing Network Theory and its Applications Investigating the Complexity of Sorting Algorithms Assessing the Predictive Power of Machine Learning Models Examining the Distribution of Prime Factors in Large Numbers Computer Science Evaluating the Performance of Encryption Algorithms Analyzing the Efficiency of Data Compression Techniques Investigating Cybersecurity Threats in IoT Devices Quantifying the Impact of Code Refactoring on Software Quality Studying the Behavior of Neural Networks in Image Recognition Analyzing the Effectiveness of Natural Language Processing Models Investigating the Relationship Between Software Bugs and Development Methods Evaluating the Efficiency of Blockchain Consensus Mechanisms Assessing the Privacy Implications of Social Media Data Mining Studying the Dynamics of Online Social Networks Engineering Analyzing the Structural Integrity of Bridges Under Load Investigating the Efficiency of Renewable Energy Systems Quantifying the Performance of Water Filtration Systems Evaluating the Durability of 3D-Printed Materials Studying the Aerodynamics of Drone Design Analyzing the Impact of Noise Pollution on Urban Environments Investigating the Efficiency of Heat Exchangers in HVAC Systems Assessing the Safety of Autonomous Vehicles in Real-world Scenarios Exploring the Applications of Artificial Intelligence in Robotics Investigating Material Behavior in Extreme Conditions. Environmental Science Assessing the Effect of Climate Change on Wildlife Migration. Analyzing the Effect of Deforestation on Carbon Sequestration Investigating the Relationship Between Air Quality and Human Health Quantifying the Rate of Soil Erosion in Different Landscapes Analyzing the Impacts of Ocean Acidification on Coral Reefs. Assessing the Efficiency of Waste-to-Energy Conversion Technologies Analyzing the Impact of Urbanization on Local Microclimates Investigating the Effect of Oil Spills on Aquatic Ecosystems Assessing the Effectiveness of Endangered Species Conservation Initiatives. Studying the Dynamics of Ecological Communities Astronomy and Space Sciences Measuring the Orbits of Exoplanets Using Transit Photometry Investigating the Formation of Stars in Nebulae Analyzing the Characteristics of Black Holes Exploring the Characteristics of Cosmic Microwave Background Radiation. Quantifying the Distribution of Dark Matter in Galaxies Assessing the Effects of Space Weather on Satellite Communications Evaluating the Potential for Asteroid Mining Investigating the Habitability of Exoplanets in the Goldilocks Zone Analyzing Gravitational Waves from Neutron Star Collisions Investigating the Evolution of Galaxies Across Cosmic Eras. Health Sciences Evaluating the Impact of Exercise on Cardiovascular Health Analyzing the Relationship Between Diet and Diabetes Investigating the Efficacy of Vaccination Programs Quantifying the Psychological Effects of Social Media Use Studying the Genetics of Neurodegenerative Diseases Analyzing the Effects of Meditation on Stress Reduction Investigating the Correlation Between Sleep Patterns and Mental Health Assessing the Influence of Environmental Factors on Allergies Evaluating the Effectiveness of Telemedicine in Patient Care Studying the Health Disparities Among Different Demographic Groups Materials Science Analyzing the Properties of Carbon Nanotubes for Nanoelectronics Investigating the Thermal Conductivity of Advanced Ceramics Quantifying the Strength of Composite Materials Studying the Optical Properties of Quantum Dots Evaluating the Biocompatibility of Biomaterials for Implants Investigating the Phase Transitions in Perovskite Materials Analyzing the Mechanical Behavior of Shape Memory Alloys Assessing the Corrosion Resistance of Coatings on Metals Studying the Electrical Conductivity of Polymer Blends Exploring the Superconducting Properties of High-Temperature Superconductors Earth Sciences Assessing the Influence of Volcanic Eruptions on Climate. Analyzing the Geological Processes Shaping Earth’s Surface Investigating the Seismic Activity in Subduction Zones Quantifying the Rate of Glacial Retreat in Polar Regions Studying the Formation of Earthquakes Along Fault Lines Analyzing the Changes in Ocean Circulation Due to Climate Change Investigating the Effects of Urbanization on Groundwater Quality Assessing the Risk of Landslides in Hilly Terrain Evaluating the Impact of Coastal Erosion on Communities Studying the Behavior of Hurricanes in Different Oceanic Basins Social Sciences and Economics Analyzing the Economic Impact of Natural Disasters Investigating the Relationship Between Education and Income Quantifying the Effects of Public Health Policies on Disease Spread Studying the Demographic Changes in Aging Populations Evaluating the Effects of Gender Diversity on Corporate Performance Analyzing the Influence of Social Media on Political Behavior Investigating the Correlation Between Happiness and Economic Growth Assessing the Factors Affecting Consumer Buying Behavior Studying the Dynamics of International Trade Flows Exploring the Effects of Income Inequality on Social Mobility Robotics and Artificial Intelligence Evaluating the Performance of Reinforcement Learning Algorithms in Robotics Analyzing the Efficiency of Autonomous Navigation Systems Investigating Human-Robot Interaction in Collaborative Environments Quantifying the Accuracy of Object Detection Algorithms Studying the Ethics of Autonomous AI Decision-Making Analyzing the Robustness of Machine Learning Models to Adversarial Attacks Investigating the Use of AI in Healthcare Diagnosis Assessing the Impact of AI on Job Markets Evaluating the Efficiency of Natural Language Processing in Chatbots Studying the Potential for AI to Enhance Education Energy and Sustainability Examining the Environmental Consequences of Renewable Energy Sources. Investigating the Efficiency of Energy Storage Systems Quantifying the Benefits of Green Building Technologies Studying the Effects of Carbon Pricing on Emissions Reduction Examining the Prospect for Carbon Capture and Storage Assessing the Sustainability of Food Production Systems Investigating the Impact of Electric Vehicles on Urban Air Quality Analyzing the Energy Consumption Patterns in Smart Cities Studying the Feasibility of Hydrogen as a Clean Energy Carrier Exploring Sustainable Agriculture Practices for Crop Yield Improvement Neuroscience and Psychology Evaluating the Cognitive Effects of Video Game Play Analyzing Brain Activity During Decision-Making Processes Investigating the Neural Correlates of Emotional Regulation Quantifying the Impact of Music on Brain Function Analyzing the Outcomes of Mindfulness Meditation on Anxiety Analyzing Sleep Patterns and Memory Consolidation Investigating the Relationship Between Neurotransmitters and Mood Assessing the Neural Basis of Addiction Evaluating the Effects of Trauma on Brain Structure Studying the Brain’s Response to Virtual Reality Environments Mechanical Engineering Analyzing the Efficiency of Heat Exchangers in Power Plants Investigating the Wear and Tear of Mechanical Bearings Quantifying the Vibrations in Mechanical Systems Studying the Aerodynamics of Wind Turbine Blades Evaluating the Frictional Properties of Lubricants Assessing the Efficiency of Cooling Systems in Electronics Investigating the Performance of Internal Combustion Engines Analyzing the Impact of Additive Manufacturing on Product Development Studying the Dynamics of Fluid Flow in Pipelines Exploring the Behavior of Composite Materials in Aerospace Structures Biomedical Engineering Evaluating the Biomechanics of Human Joint Replacements Analyzing the Performance of Wearable Health Monitoring Devices Investigating the Biocompatibility of 3D-Printed Medical Implants Quantifying the Drug Release Rates from Biodegradable Polymers Studying the Efficiency of Drug Delivery Systems Assessing the Use of Nanoparticles in Cancer Therapies Investigating the Biomechanics of Tissue Engineering Constructs Analyzing the Effects of Electrical Stimulation on Nerve Regeneration Evaluating the Mechanical Properties of Artificial Heart Valves Studying the Biomechanics of Human Movement Civil and Environmental Engineering Analyzing the Structural Behavior of Tall Buildings in Seismic Zones Investigating the Efficiency of Stormwater Management Systems Quantifying the Impact of Green Infrastructure on Urban Flooding Studying the Behavior of Soils in Slope Stability Analysis Evaluating the Performance of Water Treatment Plants Assessing the Sustainability of Transportation Systems Investigating the Effects of Climate Change on Infrastructure Resilience Analyzing the Environmental Impact of Construction Materials Studying the Dynamics of River Sediment Transport Exploring the Use of Smart Materials in Civil Engineering Applications Chemical Engineering Evaluating the Efficiency of Chemical Reactors in Pharmaceutical Production Analyzing the Mass Transfer Rates in Membrane Separation Processes Investigating the Effects of Catalysis on Chemical Reactions Quantifying the Kinetics of Polymerization Reactions Studying the Thermodynamics of Gas-Liquid Absorption Processes Assessing the Efficiency of Adsorption-Based Carbon Capture Investigating the Rheological Properties of Non-Newtonian Fluids Analyzing the Effects of Surfactants on Foam Stability Studying the Mass Transport in Microfluidic Devices Exploring the Synthesis of Nanomaterials for Energy Applications Electrical and Electronic Engineering Analyzing the Efficiency of Power Electronics in Electric Vehicles Investigating the Performance of Wireless Communication Systems Quantifying the Power Consumption of IoT Devices Studying the Reliability of Printed Circuit Boards Evaluating the Efficiency of Photovoltaic Inverters Assessing the Electromagnetic Compatibility of Electronic Devices Investigating the Behavior of Antenna Arrays in Beamforming Analyzing the Power Quality in Electrical Grids Studying the Security of IoT Networks Exploring the Use of Machine Learning in Signal Processing These 200 quantitative research titles offer a diverse array of options to inspire your next STEM research endeavor. Always remember to select a subject that truly captivates your interest and curiosity, as your enthusiasm and curiosity will drive your research to new heights. Good luck with your research journey, STEM student! Leave a Comment Cancel Reply Your email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment. Academia.edu no longer supports Internet Explorer. To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser . Enter the email address you signed up with and we'll email you a reset link. We're Hiring! Help Center STEM as the most preferred strand of Senior High School Student's 2020, STEM as the most preferred strand of Senior High School Student's Related Papers Kieran Bentley Participatory Educational Research Danilo V . Rogayan Jr. , Clarisse Yimyr De Guzman This qualitative descriptive research explored the perspectives of STEM (science, technology, engineering, and mathematics) senior high school students in a public secondary school in Zambales, Philippines on their reasons why they enrolled in STEM and their intent to pursue relevant career. A total of 20 Grade 12 students were purposively selected as participants of the research. The participants were interviewed using a validated structured interview guide. The recorded interviews were individually transcribed to arrive at an extended text. The extended texts were reviewed to generate themes and significant statements. The paper found out that senior high school students are generally interested in the field related to biology. The alignment to the preferred course in college is the primary reason of the participants for enrolling in STEM. Almost all the students wanted to pursue STEM-related careers after their university graduation. Further, personal aspiration is the main reason for the participants to pursue STEM-related professions. The study recommends that senior high schools may design various activities during the career week. These activities may include possible career paths in STEM-related courses, students' career and motivation, and their career aptitude. Teachers may also infuse innovative pedagogies for better STEM instruction. For the students to have more interest in science, it is recommended that STEM teachers undergo retooling or pursue advanced studies. Senior high schools may conduct career guidance seminars for the students to guide them on what strands they should take. The Department of Education (DepEd) may support the implementation of different programs regarding students’ career preparation. This program will help the students to be more aware on what career path they wanted to pursue, and to avoid pressures from peers. Schools may advocate a collaborative, authentic and goal-oriented learning environment with respect to the demand of Industrial Revolution 4.0. Clifford Anderson This study uses data collected at two National Summer Transportation Institute (NSTI) programs in Connecticut and Mississippi to investigate high school students’ perceptions and preferences about education in science, technology, engineering and mathematics (STEM). Family background has a significant impact on a high school student&#39;s interest in STEM, as shown during the student recruitment stage and by the analysis of the students&#39; college education plans prepared upon graduation from the two NSTI programs. The building exercise and competition instrument is the most effective among the few examined, while passive learning is not what young people prefer when briefly introduced in the two NSTI programs. STEM is a curriculum which is based on the idea of education the students in four specific disciplines -science, technology, engineering and mathematics, in an approach which it is based on real-life applications. Eurasia journal of mathematics, science and technology education Hersh C. Waxman This study was grounded in the social cognitive career theoretical framework (Lent, Brown, & Hackett, 1994). The purpose of this four-year longitudinal study was to examine the factors that may have contributed to students’ motivation to develop STEM interest during secondary school years. The participants in our study were 9th- 11th grade high school students from a large K-12 college preparatory charter school system, Harmony Public Schools (HPS) in Texas. We utilized descriptive statistics and logistic regression analyses to carry out the study. The results revealed that three-year survey takers’ STEM major interest seemed to decrease steadily each year. Although there was a significant gender gap between males and females in STEM selection in 9th and 10th grade, this difference was not significant at the end of 11th grade. White and Asian students were significantly more likely to be interested in STEM careers. We also found that students who were most likely to choose a STEM ma... Steve Alsop Paul Canlas Canadian Public Policy Mitchell Steffler Zahra Hazari Alana Unfried , Latricia Townsend The national economy is in need of more engineers and skilled workers in science, technology, and mathematics (STEM) fields who also possess competencies in critical-thinking, communication, and collaboration – also known as 21st century skills. In response to this need, educational organizations across the country are implementing innovative STEM education programs designed in part to increase student attitudes toward STEM subjects and careers. This paper describes how a team of researchers at The Friday Institute for Educational Innovation at North Carolina State University developed the Upper Elementary School and Middle/High School Student Attitudes toward STEM (S-STEM) Surveys to measure those attitudes. The surveys each consist of four, validated constructs which use Likert-scale items to measure student attitudes toward science, mathematics, engineering and technology, 21st century skills. The surveys also contain a comprehensive section measuring student interest in STEM car... Loading Preview Sorry, preview is currently unavailable. You can download the paper by clicking the button above. RELATED PAPERS maeve liston Jim Morgan , Alpaslan Sahin Colby Tofel-Grehl INTED2017 Proceedings Xenophon Moussas European Review Didier Van de Velde Canadian Journal of Science, Mathematics and Technology Education Isha Decoito International Journal For Research In Applied Science & Engineering Technology IJRASET Publication Cypriot Journal of Educational Sciences Ersan Güray Teachers College Record: The Voice of Scholarship in Education Roslyn Mickelson Jill Lindsey Micah Bruce-Davis The Journal of Career and Technical Education Casey George Journal of Technology Education Michael Bosse Laplage em Revista Roksolyana Shvay Mark Engberg Technology, Knowledge, and Learning Nicol R Howard 2018 ASEE Annual Conference & Exposition Proceedings Max Longhurst Contemporary Issues in Technology and Teacher Education Andrea C Burrows Borowczak International Journal of Advanced Research Annie Kavitha   We're Hiring!   Help Center Find new research papers in: Health Sciences Earth Sciences Cognitive Science Mathematics Computer Science Academia ©2024 STEM Camp: STEM Research Topics Starting Research Evaluating Information Interactive DNA Fingerprinting Ethics & Genetics Humans & Wildlife Malnutrition Psychology of Plastic Surgery Lying with Numbers << Previous: Interactive Next: DNA Fingerprinting >> Last Updated: Apr 18, 2024 12:04 PM URL: https://irsc.libguides.com/STEMCamp 261 IMAGES Research Titles for STEM Strand Student Proposed Research Titles of Grade 12 Stem Students STEM STRAND RESEARCH TITLES STEM Strand Research Title PPT (DOC) BASIS OF GRADE 12 STUDENTS ON CHOOSING THE ACADEMIC STRAND STEM A VIDEO High Honors Research titles for STEM STRAND 1st Quarter Chemistry Topics || STEM Grade 11 Subject || #shs #stem STEM STRAND RESEARCH TITLES #docedpadama STEM strand Pre Calculus 1st Quarter Topics || Grade 11 STEM Subject|| #stemstudents #stem #grade11math COMMENTS 55 Brilliant Research Topics For STEM Students There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students. A study of protease inhibitor and how it operates. A study of how men's exercise impacts DNA traits passed to children. A study of the future of commercial space flight. 189+ Innovative Qualitative Research Topics for STEM Students Qualitative research is key to understanding the human side of STEM. Here's why it matters: Human Interaction: Shows how people interact with STEM. Context: Adds meaning to quantitative data. Innovation: Finds new research ideas. Ethics: Highlights ethical issues. Policy: Guides decisions with people's needs and experiences. 200+ Experimental Quantitative Research Topics For Stem Students Here are 10 qualitative research topics for STEM students: Exploring the experiences of female STEM students in overcoming gender bias in academia. Understanding the perceptions of teachers regarding the integration of technology in STEM education. Investigating the motivations and challenges of STEM educators in underprivileged schools. Research and trends in STEM education: a systematic review of journal With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments ... Best 151+ Quantitative Research Topics for STEM Students Chemistry. Let's get started with some quantitative research topics for stem students in chemistry: 1. Studying the properties of superconductors at different temperatures. 2. Analyzing the efficiency of various catalysts in chemical reactions. 3. Investigating the synthesis of novel polymers with unique properties. 4. PDF Qualitative Research Topics for STEM Students Here's a list of over 200 qualitative research topics for STEM students: The Ethical Implications of CRISPR Technology in Genetic Engineering. Exploring the Societal Impact of Artificial Intelligence in Healthcare. User Experience and Human-Centered Design in Software Development. 11 STEM Research Topics for High School Students Topic 1: Artificial Intelligence (AI) AI stands at the forefront of technological innovation. Students can engage in research on AI applications in various sectors and the ethical implications of AI. This field is suitable for students with interests in computer science, AI, data analytics, and related areas. Topic 2: Applied Math and AI. Research and trends in STEM education: a systematic analysis of Taking publicly funded projects in STEM education as a special lens, we aimed to learn about research and trends in STEM education. We identified a total of 127 projects funded by the Institute of Education Sciences (IES) of the US Department of Education from 2003 to 2019. Both the number of funded projects in STEM education and their funding amounts were high, although there were ... Evidence of STEM enactment effectiveness in Asian student learning 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. Trending Topic Research: STEM The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization, with the primary goal of advancing educational ... Pursuing STEM Careers: Perspectives of Senior High School Students Abstract and Figures. This qualitative descriptive research explored the perspectives of STEM (science, technology, engineering, and mathematics) senior high school students in a public secondary ... Trends and Hot Topics of STEM and STEM Education: a Co-word ... This study explored research trends in science, technology, engineering, and mathematics (STEM) education. Descriptive analysis and co-word analysis were used to examine articles published in Social Science Citation Index journals from 2011 to 2020. From a search of the Web of Science database, a total of 761 articles were selected as target samples for analysis. A growing number of STEM ... Theses and Dissertations--Science, Technology, Engineering, and high school engineering students' identities and interest in stem, morgan lane. pdf. the influence of access to informal stem learning experiences on middle school students' self-efficacy and interest in stem, soledad g. yao. theses/dissertations from 2018 pdf Qualitative research in STEM : studies of equity, access, and Publisher's summary. Qualitative Research in STEM examines the groundbreaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges faced by traditionally ... 200 Quantitative Research Title for Stem Students Quantitative research involves gathering numerical data to answer specific questions, and it's a fundamental part of STEM fields. To help you get started on your research journey, we've compiled a list of 200 quantitative research title for stem students. These titles span various STEM disciplines, from biology to computer science. Research Titles for STEM Strand Student Here are some Research Titles and Topics for S.T.E.M. (STEM) Strand Students. Please take note that some of these titles are subject for revision if your tea... (PDF) Challenges in STEM Learning: A Case of Filipino ... This qualitative study employed a case research design which sought to investigate nature of the challenges in STEM learning among senior high school students in the Philippines. Semi-structured ... Stem Strand in The Philippines: an Analysis Technical and Vocational, and Academic, which included the Science Technology Engineering and Mathematics (STEM) strand. STEM is understood to be an integral part of math and science courses at the school level. It also contributed to the development of 21st-century abilities for all learners. Q: Can you give a research title for the STEM strand? 3 Basic tips on writing a good research paper title. How to write an effective title and abstract and choose appropriate keywords. One tip we can give right away is that you should first have a working (rough) title when you start the paper and then refine/finalize it once you've completed the paper (or the first draft). Hope that helps. STEM as the most preferred strand of Senior High School Student's AMA COLLEGES SAN FERNANDO LA UNION Senior High School Department S.Y 2016-2017 STEM as the most preferred strand of Senior High School Student's Jacel Beth Suero Christian Kyle Fabro THESIS ABSTRACT Title: "STEM as the most preferred strand of Grade 11 student's" Course: Science and Technology, Engineering and Mathematics - STEM School: AMA COLLEGES This study is about students who ... PDF STEM Research Trends From 2013 to 2022: A Systematic Literature Review STEM research papers, with or without a STEM title, shows a more positive trend as articles are reviewed, with a gradual increase from 2017 to 2022 and the possibility of a sharp increase in 2023 there is (see Figure 2). Figure 2. Distribution of the Word "STEM" in Titles 2 4 4 5 11 22 18 20 43 64 0 10 20 30 40 50 60 70 How do STEM-interested students pursue multiple interests in their All mentioned distinctions between interests, interest profiles, and programmes related to STEM and interests, interest profiles, and programmes not related to STEM were based on the categorisation of STEM major fields by Maltese and Tai (Citation 2010). Two participants mentioned an interest in 'humans' when reflecting on their interests. STEM Camp: STEM Research Topics Resources for participants at IRSC's 2013 STEM camp. 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