Insights into science, technology, engineering and mathematics (STEM) achievement: A comprehensive review of factors and methodologies

Abstract

In the past decade, numerous literature reviews have delved into understanding the factors influencing STEM achievement. While prior studies have concentrated on specific associations, a holistic synthesis of diverse factors is crucial for comprehensive comprehension. This review, guided by Bronfenbrenner's Ecological Systems Theory, offers an overview of factors associated with secondary school students' STEM achievement by scrutinising literature from 2019 to 2023 through content analysis. Within the myriad associations and subfactors, 15 factors across four ecological levels (i.e., individual characteristics, psychological factors, learning abilities, learning approaches and educational involvement at the self‐level; classroom characteristics and culture, teacher characteristics and instructional practices, family support and influence, and access to resources and technology at the microsystem level; teacher‐parent interaction at the mesosystem level; school characteristics and culture, school leadership and practices, school resources and technology, educational policies, and local environment at the exosystem level) emerged. Methodologically, the reviewed studies predominantly employed quantitative analyses, often utilising statistical and variable‐centred approaches, concentrating on science and mathematics domains of STEM, and employing achievement tests. This review sheds light on the current landscape and provides valuable insights for future policies, practices and research directions.