The effects of educational robotics in STEM education: a multilevel meta-analysis

Ouyang, Fan; Xu, Weiqi

doi:10.1186/s40594-024-00469-4

International Journal of STEM Education

Table 1 The outcome variables, measurements, sample sizes, and effect sizes of the included studies

From: The effects of educational robotics in STEM education: a multilevel meta-analysis

Study	Outcome variable	Measurement	Sample size		Hedges’ g
Study	Outcome variable	Measurement	EG	CG	Hedges’ g
Berland and Wilensky (2015) [1]	CT	Computational thinking test score	34	44	− 3.463**
Berland and Wilensky (2015) [2]	Learning performance	Conceptual knowledge test score	34	44	− 0.422
Brown and Howard (2014) [1]	Learning performance	Learning test completion time	12	12	1.050*
Brown and Howard (2014) [2]	Learning performance	Learning test completion time	10	10	0.365
Brown and Howard (2014) [3]	Learning attitude	Learning attitude questionnaire	12	12	− 0.534
Brown and Howard (2014) [4]	Learning attitude	Learning attitude questionnaire	10	10	1.082*
Constantinou and Ioannou (2018)	CT	Computational thinking test score	16	16	1.214**
Ferrarelli and Iocchi (2021)	Learning performance	Conceptual knowledge test score	29	32	1.193**
Ioannou and Angeli (2016)	CT	Computational thinking test score	127	113	0.401**
Julià and Antolí, (2016)	Learning performance	Learning task test score	9	12	0.110
Kim and Lee, (2016)	Learning attitude	Learning attitude questionnaire	26	14	0.984**
Kurniawan et al., (2018) [1]	Learning performance	Conceptual knowledge test score	25	23	0.344
Kurniawan et al., (2018) [2]	Learning attitude	Learning interest questionnaire	25	23	1.766**
La Paglia et al., (2017)	Learning attitude	Learning attitude questionnaire	30	30	0.276
Leonard et al., (2016)	Learning attitude	Learning attitude questionnaire	20	29	0.657*
Merino-Armero et al., (2018)	Learning attitude	Learning motivation questionnaire	27	26	0.505
Mohamed et al., (2021) [1]	Learning performance	Learning gain test score	12	10	1.480**
Mohamed et al., (2021) [2]	Learning performance	Learning gain test score	8	8	1.200*
Nugent et al., (2014) [1]	Learning attitude	Learning attitude questionnaire	147	141	0.221
Nugent et al., (2014) [2]	Learning performance	Conceptual knowledge test score	147	141	0.434**
Ortiz et al., (2017)	Learning performance	Conceptual knowledge test score	33	27	1.627**
Ponce et al., (2022)	Learning performance	Learning task test score	12	42	0.598
Rodríguez Corral et al., (2016) [1]	Learning attitude	Learning perception questionnaire	15	15	1.693**
Rodríguez Corral et al., (2016) [2]	Learning performance	Conceptual knowledge test score	15	15	1.269**
Sáez-López et al., (2019) [1]	Learning performance	Conceptual knowledge test score	93	36	0.845**
Sáez-López et al., (2019) [2]	Learning performance	Conceptual knowledge test score	93	36	0.063
Shih et al., (2013)	Learning performance	Conceptual knowledge test score	53	49	0.275
Verner et al., (2016)	Learning attitude	Learning attitude questionnaire	71	118	− 1.085**
Welch and Huffman (2011)	Learning attitude	Learning attitude questionnaire	58	41	0.605**
Yang et al., (2022)	CT	Computational thinking questionnaire	54	47	0.103
			1257	1176
Total: 30 effect sizes (k = 30)			N = 2433

EG: experimental group, CG: control group; *p < 0.05, **p < 0.01

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