An analytical study of the post-program impact on the STEM curriculum in mathematics education: its impact on the performance of teachers and students.

An analytical study of the post-program impact on the STEM curriculum in mathematics education: its impact on the performance of teachers and students. | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review An analytical study of the post-program impact on the STEM curriculum in mathematics education: its impact on the performance of teachers and students. reem Nassir Alanzi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7115349/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The five studies address the challenges faced by female teachers in using the STEM approach in mathematics instruction, analyzing a range of factors related to teachers, students, and the school environment. Despite the differences in contexts and research methods employed, there are points of convergence and divergence among these studies. The results indicate the impact of the STEM-based training program on mathematics teaching, with statistical analyses showing a delivery square value (²η) of 0.81320, indicating a significant positive effect of this strategy. The effect size was calculated at 4.2763, placing it in the high effect category according to Cohen's standards. Study number 4 showed the highest effect size at 8.971, although this figure may be attributed to a small sample size (N=65). The Cochran test was used to assess the homogeneity of the studies, revealing a Q value of 51.30, indicating significant variability among the studies with a non-random variance percentage of 94.15%. The results suggest that implementing the STEM strategy has a substantial impact on student achievements and development. Additionally, a study on the reality of teaching mathematics using the STEM approach in the Jazan Education Administration showed a strong preference among teachers for using these methods, while teachers faced high challenges related to curricula, students, and fellow educators, necessitating curriculum improvements and additional support to ensure effective implementation of STEM-based education. Applied Mathematics Knowledge technical transformations STEM education Fourth Industrial Revolution National Science Foundation integration problem-solving teachers' perceptions research synthesis quantitative meta-analysis. Full Text Additional Declarations The authors declare potential competing interests as follows: لايوجد Supplementary Files 1reem.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7115349","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":484749572,"identity":"4b4ca6b4-1f41-40cf-a9f8-dd97a165a801","order_by":0,"name":"reem Nassir Alanzi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA0klEQVRIiWNgGAWjYJACxg8VNTxs7A1ApoEFcVqYJc4ck+PnOQDSIkGkNbxtzMaSMxJATCK0mLc3H90gcYYtccPN51c3/CiQYOBv707Aq0XmzLG0GwUVMokbbueU3ewBOkzizNkNeLVISOSY3QDbcjsn7QYPUIuBRC4BLfLvv90A+gXosDNpN/8QpUWCh+0GxPvsx24TZwtPmtltSCDnsN2WMZDgIewX9sPPbkKi8vizm2/+2Mjxt/fi14IEeAzAJLHKQYD9ASmqR8EoGAWjYAQBACU2SY562YChAAAAAElFTkSuQmCC","orcid":"","institution":"","correspondingAuthor":true,"prefix":"","firstName":"reem","middleName":"Nassir","lastName":"Alanzi","suffix":""}],"badges":[],"createdAt":"2025-07-13 20:37:54","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":true,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7115349/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7115349/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":86757736,"identity":"68de83a8-0e91-4016-bf35-42084eab44eb","added_by":"auto","created_at":"2025-07-15 09:42:10","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":907660,"visible":true,"origin":"","legend":"","description":"","filename":"reem.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7115349/v1_covered_5d6c5df3-dafd-4b11-a228-e1dc33b49825.pdf"},{"id":86756293,"identity":"72738285-0751-49bc-8a7d-d94048665714","added_by":"auto","created_at":"2025-07-15 09:26:06","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":1546878,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cbr\u003e\u003c/p\u003e","description":"","filename":"1reem.docx","url":"https://assets-eu.researchsquare.com/files/rs-7115349/v1/a6de60664e44c03a9c3aca57.docx"}],"financialInterests":"The authors declare potential competing interests as follows: لايوجد","formattedTitle":"\u003cp\u003e\u003cstrong\u003eAn analytical study of the post-program impact on the STEM curriculum in mathematics education: its impact on the performance of teachers and students.\u003c/strong\u003e\u003c/p\u003e","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"جامعة الملك سعود","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Knowledge, technical transformations, STEM education, Fourth Industrial Revolution, National Science Foundation, integration, problem-solving, teachers' perceptions, research synthesis, quantitative meta-analysis.","lastPublishedDoi":"10.21203/rs.3.rs-7115349/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7115349/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe five studies address the challenges faced by female teachers in using the STEM approach in mathematics instruction, analyzing a range of factors related to teachers, students, and the school environment. Despite the differences in contexts and research methods employed, there are points of convergence and divergence among these studies. The results indicate the impact of the STEM-based training program on mathematics teaching, with statistical analyses showing a delivery square value (²η) of 0.81320, indicating a significant positive effect of this strategy. The effect size was calculated at 4.2763, placing it in the high effect category according to Cohen's standards. Study number 4 showed the highest effect size at 8.971, although this figure may be attributed to a small sample size (N=65). The Cochran test was used to assess the homogeneity of the studies, revealing a Q value of 51.30, indicating significant variability among the studies with a non-random variance percentage of 94.15%. The results suggest that implementing the STEM strategy has a substantial impact on student achievements and development. Additionally, a study on the reality of teaching mathematics using the STEM approach in the Jazan Education Administration showed a strong preference among teachers for using these methods, while teachers faced high challenges related to curricula, students, and fellow educators, necessitating curriculum improvements and additional support to ensure effective implementation of STEM-based education.\u003c/p\u003e","manuscriptTitle":"An analytical study of the post-program impact on the STEM curriculum in mathematics education: its impact on the performance of teachers and students.","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-15 09:26:02","doi":"10.21203/rs.3.rs-7115349/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"a1b3b6ab-638e-4b34-84ac-810916c26c86","owner":[],"postedDate":"July 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":51458645,"name":"Applied Mathematics"}],"tags":[],"updatedAt":"2025-07-15T09:26:02+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-15 09:26:02","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7115349","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7115349","identity":"rs-7115349","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}