Effects of Engineering Design Process on Science and Mathematics

This work-in-progress research paper contains the findings from a meta-analysis on the effects of using the engineering design process on K-12 students' science and mathematics achievement. This study uses a meta-analysis methodology to calculate the effect size of the integration of the engineering design process into science and mathematics teaching and learning practices on student's science and math achievements. A sample of empirical studies published during or after 2018 were included, and data were analyzed using STATA 16 statistical software. Analysis revealed a statistically significant effect size (d = 0.31 [CI= 0.18,0.44]) on students' science and mathematics achievement. The findings suggest that implementing the engineering design process enhances students' learning experiences and improves their academic achievement in science and mathematics. The results of this WIP meta-analysis should inform instructional leaders and other education stakeholders concerning the importance of integrating the engineering design process into Science, Technology, Engineering, and Mathematics teaching and learning practices.

I. Introduction

The engineering design process is a method of constructing solutions in a systematic manner in a wide range of fields, such as product manufacturing, design, research and development, civil planning, and social welfare. The overarching goal of engaging in the engineering design process is to create solutions to any given problem while staying within the boundaries of provided constraints, resources, time, and budget. There are many engineering design process models in the literature (see [1] for a detailed overview of the literature and a comparison of engineering design process models). The engineering design process proposed by [2] integrates project-based learning (PBL) and allows for a more student-centered approach to teaching and learning.