This meta-analysis examined whether learning outcomes differ (a) for STEM integration versus traditional instruction and (b) across STEM integration implementations. Based on 79 effect sizes from 40 studies of 15,577 students, those learning via STEM integration outperformed other students on academic achievement tests (g = 0.661; 95% CI [0.548, 0.774]). The effect sizes of STEM integration on achievement were largest for context integration, smaller for content integration, and smallest for tool integration. They were largest for inquiry-based learning, and progressively smaller for problem-based learning, designed-based learning, and project-based learning. They were largest for STEM subject achievement, and progressively smaller for science achievement, math achievement, and engineering achievement. They were larger for collectivist countries than for individualistic countries. Engineering design skills and grade level were not significant moderators. These results can inform integrated STEM instructional design and improve student learning.

这项荟萃分析检查了 （a） STEM 整合与传统教学的学习成果是否不同，以及 （b） STEM 整合实施是否不同。根据 15,577 名学生的 40 项研究中的 79 个效应量，那些通过 STEM 整合学习的学生在学业成绩测试中的表现优于其他学生（g = 0.661;95% CI [0.548， 0.774]）。STEM 集成对成就的影响大小在上下文集成方面最大，在内容集成方面较小，在工具集成方面最小。它们在基于探究的学习中最大，在基于问题的学习、基于设计的学习和基于项目的学习中逐渐缩小。它们在 STEM 学科成就方面最大，在科学成就、数学成就和工程成就方面逐渐缩小。集体主义国家的规模大于个人主义国家。工程设计技能和年级水平不是重要的调节因素。这些结果可以为综合 STEM 教学设计提供信息并改善学生的学习。