A Meta-Analytic Review of the Effectiveness of Engineering Design Process in Enhancing STEM Competence

Abstract

This meta-analysis synthesized 18 qualified studies, resulting in 29 effect sizes. This study involved a total sample of 1,280 students to evaluate the effectiveness of Engineering Design Process (EDP)-based instructional approaches in STEM education. Eligible studies were systematically selected through inclusion and exclusion criteria following the PRISMA protocol, and effect sizes were computed using Hedge’s g, applying random-effect model due to substantial heterogeneity (Qe = 156.367, df = 28, p < 0.001). The overall effect size (ES = 1.168) reflects a strong positive impact of EDP-based interventions on STEM learning. Meta-regression analysis further revealed that tertiary education level significantly moderated the effect size (p=0.033), while STEM competence type and implementation period did not yield statistically significant effects. The findings also revealed that scientific creativity and engineering-focused STEM integration were the most frequently enhanced STEM competence and instructional approach used on the reviewed studies respectively. These findings support the pedagogical strength of EDP in fostering inquiry-driven, higher-order thinking and suggest tailoring approaches based on learner’s academic level to maximize impact.