Çakıcı, Şadiye KaraşahKol, OzgeYaman, Süleyman2025-03-092025-03-0920211308-1659https://doi.org/10.30831/akukeg.810989https://search.trdizin.gov.tr/tr/yayin/detay/1270825https://hdl.handle.net/20.500.12662/4817In this study, a meta-analysis was conducted to find out the effect level of STEM education on students’ academic achievement in science courses. Scientific studies which were conducted and published in Turkey between January, 2018 and March, 2020 were reviewed in the study. As a result of literature review, 54 studies which were suitable for the purpose of the study were reached. In analyses conducted with Comprehensive Meta-Analysis program, effect levels were compared in terms of subject area and number of participants in addition to approaches/method used. According to the results of this study, it was concluded that STEM education was more effective in increasing students’ achievement in science courses when compared with teacher-centred teaching methods. According to the results examined according to other variables discussed in the study, significant difference was found in terms of the year in which the study was conducted, the researcher’s job, application period of the study and the number of participants. According to the results of the examined variables, the largest effect size was found in the field of biology, at high school level, doctoral publications, in researchers who were teachers, with 81+ participants and in studies conducted in 2019.eninfo:eu-repo/semantics/openAccessScience educationmeta-analysisacademic achievementstem educationArticle10.30831/akukeg.8109892902264127082514