How does the development of STEM products in the learning process affect the development of students’ applied-oriented skills?

Abstract

In the modern education system, developing learners’ ability to apply theoretical knowledge in practice has become one of the key priorities. In this regard, STEM technologies provide opportunities to teach physics in a practice-oriented format, serving as an effective tool for fostering engineering thinking, research skills, and applied orientation. The use of STEM products not only revitalizes laboratory activities but also expands learners’ competencies in solving real-life problems. The purpose of this study is to evaluate the impact of using STEM products in physics lessons on the development of learners’ applied orientation skills. The research was conducted at Secondary School No. 32 with the participation of 120 students (60 in the experimental group and 60 in the control group). The experimental group completed hands-on tasks using STEM tools, while the control group followed traditional instructional methods. The study employed surveys, observational–experimental methods, an independent samples t-test, Pearson correlation analysis, Cronbach’s alpha reliability analysis, and meta-analysis. Quantitative data were processed using SPSS and Comprehensive Meta-Analysis 4.0 software. The results demonstrated that the integration of STEM products significantly enhanced learners’ applied skills. The meta-analysis revealed that STEM-based interventions had a substantial positive impact on the development of applied orientation in physics education (Cohen’s d = 2.56, p = 0.0001). It should be noted that this value represents the pooled effect obtained from the meta-analysis of published studies, whereas the larger effect sizes reported for the experimental comparison in the present study (d = 2.65–6.30) reflect the magnitude of the intervention within the current sample. All indicators of the experimental group were statistically higher than those of the control group (p < 0.05). Correlation analysis confirmed strong interrelationships among the four indicators, while Cronbach’s alpha coefficients (0.84–0.90) indicated high internal consistency of the measurement tools. Overall, STEM products were found to be an effective pedagogical tool for developing learners’ ability to apply theoretical knowledge in practice, enhancing engineering thinking, research activity, and practical competencies. The findings show that the use of STEM products effectively improves learners’ practical engagement, engineering thinking, data-handling skills, and their ability to apply knowledge in real-life situations.

1 Introduction

In contemporary education systems, the primary goal is not only to ensure that learners acquire theoretical knowledge but also to develop their ability to apply that knowledge in practice. One of the most effective approaches in this direction is the integration of the STEM (Science, Technology, Engineering, Mathematics) paradigm into the teaching process. The essence of STEM education lies in applying scientific knowledge through technological and engineering perspectives to enhance learners’ research and creative potential.

Project-based learning is considered one of the most powerful models for implementing the STEM approach in physics education. In their systematic literature review, Al-Kamzari and Alias (2025) identified the theoretical and methodological foundations of project-based learning and demonstrated its effectiveness in improving learners’ critical thinking, research skills, and interest in the subject (Abdul Rahman et al., 2025). Such approaches not only teach students to work with scientific methods but also ensure their practical understanding of physical concepts.

The concept of co-creation occupies an important place in today’s educational landscape. As shown in the work of Omland et al. (2025) this approach allows learners and teachers to collaboratively construct knowledge and jointly implement creative ideas toward shared goals (Ademola et al., 2023). Such collaboration directs the learning process toward both personal and professional growth. The development of new methods for physics teaching is closely linked to pedagogical research consistent with 21st-century educational requirements. Bao and Koenig (2019) emphasize the importance of integrating cognitive and constructivist approaches and strengthening interdisciplinary connections to foster scientific thinking in physics education (Agustina et al., 2022). These ideas align closely with the contemporary STEM education paradigm.

In addition, the level of future teachers’ understanding of the relationship between physics and technology is of particular importance. Çıldır (2021) investigated learners’ perceptions of integrating physics with technology and reported that the use of technological tools significantly enhances the effectiveness and quality of instruction (Ali et al., 2021). This conclusion once again underscores the relevance of applying STEM products in physics lessons. Due to global challenges and sustainable development issues, modern science requires new methods and tools. Espinoza and Aguirre (2023) highlight the need to incorporate innovative content and teaching strategies that respond to global challenges in science education (Al-Kamzari and Alias, 2025). From this perspective, a STEM-oriented physics curriculum prepares learners to address ecological, energy-related, and technological issues. In developing countries, the use of low-cost STEM tools has proven effective in increasing interest in physics among rural school students. Flores-Godínez et al. (2025) found that such tools positively influence learners’ motivation and engagement with the subject (Ariffiyah et al., 2025). These products foster engineering thinking and help students understand real-world physical phenomena.

The integration of STEM and PBL (Problem-Based Learning) is widely advancing in engineering education. Smith et al. (2022) identified the core principles of Problem-Based Learning (PBL) within the context of STEM education and proposed a conceptual framework for its effective implementation in educational practice, drawing on expert insights and research evidence (Badmus and Jita, 2022). The concept of “design” lies at the core of integrated STEM education philosophy. Hällström and Ankiewicz (2023) conceptualized design as a central category of STEM education, offering a framework that unifies engineering thinking and creativity (Bao and Koenig, 2019). This perspective is implemented in physics through the design of experimental and modeling tasks.

Improving learners’ scientific communication skills is also a crucial condition for successful physics education. Oktasari et al. (2019) found that the use of a 3D page-flipped worksheet on impulse–momentum effectively enhanced students’ scientific communication skills (Bicer et al., 2019). This contributes to the formation of a “science talk” culture within a STEM environment.

Additionally, Brassler and Dettmers (2017) examined how interdisciplinary problem-based learning (PBL) and interdisciplinary project-based learning (PjBL) differ in developing students’ interdisciplinary competence and found that both approaches can enhance interdisciplinary skills, with each offering distinct strengths in fostering collaboration, critical thinking, and real-world problem solving (Brassler and Dettmers, 2017). International STEM conferences and educational practices also contribute significantly to the advancement of physics instruction. The materials of the XV International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd 2023), organized by Kertati et al. (2024) present contemporary studies and solutions related to the integration of STEM, robotics, and digital technologies into the learning process (Choruh and Ramankulov, 2023).

Although the majority of existing studies demonstrate the effectiveness of STEM products and interventions at the school level, the significance of these findings extends beyond the context of secondary education. From this perspective, STEM outcomes achieved in secondary education should be regarded as a crucial initial stage within the STEM pipeline that supports the secondary-to-higher education transition. Such preparation not only establishes a strong foundation for pre-university readiness but also holds particular significance for teacher education.

Therefore, this study contributes not only to school-level physics education but also provides empirically grounded implications for undergraduate STEM disciplines and industry-oriented higher education programs. The competencies examined in this research—interest and motivation, theory-practice integration, cognitive and research skills, and applied orientation—directly correspond to learning outcomes formulated in university STEM majors such as physics, mechanical engineering, electrical engineering, mechatronics, robotics, and applied technology. In first-year laboratory courses and project-based engineering modules, students are expected to design experiments, construct prototypes, analyze measurement uncertainty, process empirical data, and optimize technical solutions under real constraints. The findings of this study demonstrate that structured STEM product development at the secondary level cultivates precisely these competencies in advance, thereby strengthening students’ readiness for laboratory-intensive coursework, engineering design studios, and interdisciplinary STEM modules at the university level.

Moreover, the results hold particular relevance for industry-oriented training within higher education. Contemporary STEM programs increasingly integrate industrial internships, applied research projects, and collaboration with technology companies. The strong development of applied orientation and engineering thinking identified in this study suggests that early engagement with STEM product design fosters competencies required for industrial problem-solving, prototype validation, system modeling, and technical decision-making. Such preparation supports smoother integration of students into industrial practice environments and enhances their capacity to contribute to real-world engineering tasks.

In addition, the findings are significant in the context of university startup ecosystems and innovation-driven education. Many higher education institutions promote student entrepreneurship through technology incubators, innovation labs, and startup acceleration programs. The experience of designing, testing, and refining STEM products in school physics represents an early form of prototyping and iterative development, which are core processes in technology-based startup creation. Students who develop applied orientation and research competence prior to university are better prepared to initiate innovation projects, participate in startup competitions, and transform technical ideas into viable engineering solutions. Thus, the present study supports the conceptualization of STEM product-based learning as a foundational stage in a vertically integrated pathway linking secondary education, undergraduate STEM training, industrial readiness, and technological entrepreneurship.

1.1 Literature review

STEM education is one of the key innovative directions in contemporary physics teaching, offering significant potential for developing learners’ scientific, engineering, and research skills. Recent studies demonstrate that the STEM approach plays a crucial role in increasing students’ interest in physics, strengthening scientific inquiry, and supporting career orientation in science-related fields.

The influence of physics on learners’ future career choices and scientific orientation has been examined in several studies. Lubrica et al. (2016) in exploring secondary students’ motivation toward STEM careers, found that the use of interactive physics apparatus increases learners’ interest in the subject (Çildir, 2021). Such devices position students not merely as observers but as investigators, thereby enhancing their critical thinking and creative skills. Marzuki et al. (2024) analyzing various approaches to STEM education, highlighted the importance of integrated project-based and practical strategies in increasing learners’ motivation (Das and Bhattacharyya, 2023). They demonstrated that STEM practices enable the transition from a “learning for the sake of learning” paradigm to a “learning by doing” approach.

In physics education, Project-Based Learning (PBL) and Problem-Based Learning form the core of STEM implementation. Syaifuddin et al. (2025) conduct a bibliometric review of STEM-integrated project-based learning in physics education research, identifying major publication trends, key contributors, and thematic foci. Their analysis shows the growing emphasis on interdisciplinary and project-oriented approaches in physics education, highlighting how STEM integration and project-based learning are increasingly studied as effective pedagogical strategies to enhance student engagement and learning outcomes (Dedetürk et al., 2021). They emphasized that this approach enhances students’ self-efficacy and sense of inclusiveness while providing equal learning opportunities across diverse social groups. Roslina et al. (2022) through a systematic literature review, found that the integration of Project-Based Learning with STEM in physics education (STEM-PJBL) is effective in improving students’ learning outcomes, engagement, and higher-order thinking skills (Dosymov et al., 2025). These findings underscore the importance of strengthening professional preparation for physics teachers as well. The application of problem-based instruction in physics was systematically reviewed by Nicholus et al. (2023) who concluded that PBL significantly improves students’ logical reasoning, independent decision-making, and experimental planning skills (Espinoza and Aguirre, 2023). Moreover, it enhances academic achievement and fosters positive attitudes toward science.

Digital technologies constitute an essential component of modern physics education. Yurchenko et al. (2023) examined the use of digital technologies in physics education and concluded that integrating digital tools into the learning process enhances student engagement, supports conceptual understanding, and contributes to more effective physics teaching and learning (Evcim and Arslan, 2022). Working in digital environments improves learners’ abilities to analyze information, construct models, and conduct virtual experiments. These findings confirm the relevance of implementing STEM-based physics laboratories in virtual and blended formats.

Kazakhstani researchers have also contributed to the development of STEM education. Dosymov et al. (2025) proposed a new approach for enhancing research skills within STEM environments (Flores-Godínez et al., 2025), showing that project-based tasks and STEM-oriented contexts effectively cultivate students’ abilities to solve scientific problems, formulate hypotheses, and conduct experiments. Kurbanbekov et al. (2025) evaluated the “liquidity of training” in STEM-integrated engineering and technical education and demonstrated the alignment of this approach with labor market demands (Fomenko, 2018).

Recent studies indicate that the effectiveness of STEM education is not limited to the acquisition of subject-specific knowledge but is closely associated with the development of learners’ soft skills, such as project-based thinking, problem-solving, collaborative work, and engineering-oriented reasoning. At the school level, STEM activities have been shown not only to deepen students’ conceptual understanding but also to foster skills related to project planning and implementation (Hällström and Ankiewicz, 2023). These findings suggest that STEM-related competencies are established at an early stage and further developed across subsequent levels of education.

Within the context of higher education, the importance of soft skills in STEM programs is equally evident. Research demonstrates that the application of active learning, project-based learning, and inquiry-based approaches in undergraduate STEM courses enhances students’ academic achievement while significantly improving their critical thinking, communication, and teamwork skills (Jafarov, 2023). Such approaches facilitate students’ adaptation to university-level laboratory work, engineering projects, and research-oriented activities.

Moreover, STEM education in higher education directly links the development of soft skills to labor market readiness. Problem-solving and collaborative skills cultivated through STEM learning are widely recognized as key factors in graduates’ successful integration into professional environments (Jan et al., 2023). From this perspective, STEM outcomes achieved at the school level should not be viewed as isolated results, but rather as the initial stage of a continuous developmental trajectory within the broader STEM pipeline.

Furthermore, the role of STEM approaches in teacher education programs is particularly significant. In the preparation of future physics and STEM teachers, project-based learning, interdisciplinary integration, and the use of digital tools are considered essential components for the development of pedagogical competence. Consequently, school-level STEM interventions provide a methodological and pedagogical foundation for higher education and teacher education programs.

Overall, the reviewed literature indicates that the application of STEM approaches—particularly project-based and problem-based learning—in physics education significantly strengthens learners’ applied orientation, research abilities, and sustained interest in science. Interactive devices and digital technologies enrich the practical content of physics lessons and support learners’ professional orientation. The use of STEM products represents an effective pathway for developing the innovative potential of future physics teachers and improving the overall quality of education.

1.2 Theoretical basis and hypothesis development

1.2.1 Theoretical approaches of the study

The use of STEM (Science, Technology, Engineering, Mathematics) products in physics education represents a significant innovative direction in contemporary pedagogy. The primary goal of the STEM approach is to integrate learners’ theoretical knowledge with practical activity, thereby fostering scientific-engineering thinking, creativity, and applied skills. Research in this field has established the theoretical and methodological foundations for restructuring the learning process in new and effective ways.

Integrated STEM education aims to enhance interdisciplinary connections in explaining physical phenomena. Portillo-Blanco et al. (2024) identified four levels of STEM integration—disciplinary, multidisciplinary, interdisciplinary, and transdisciplinary—and demonstrated that each level plays an important role in learners’ cognitive and practical development (Joseph and Uzondu, 2024). Such approaches enable the explanation of physics concepts within authentic real-world contexts through engineering problems and technological solutions.

The use of technological tools in physics classrooms is a key component of the STEM approach. Prahani et al. (2025) showed that employing innovative technologies—such as virtual laboratories, AR/VR models, and digital simulations—significantly increases learners’ cognitive engagement and supports the development of 21st-century skills (Kelesbayev et al., 2025). Their findings validate the effectiveness of STEM products in visualizing theoretical knowledge and connecting it to hands-on activities.

Roehrig et al. (2021) proposed key theoretical components of STEM education, including content integration, process integration, contextual integration, and assessment integration (Kertati et al., 2024). This model provides a methodological basis for organizing physics experiments and laboratory work within project-based and innovative formats. Rogosic et al. (2020) introduced the STEM-oriented “Modular Science Kit” model, which enables learners to conduct authentic experiments and improve their observation and analytical skills (Kurbanbekov et al., 2025). The theoretical grounding of such STEM products is based on constructivism and experiential learning theories, which emphasize that learners construct knowledge through active engagement.

To maximize the effectiveness of STEM products, they must be combined with project-based and problem-based learning approaches. Sari et al. (2019) demonstrated that structuring student worksheets according to STEM principles enhances learners’ abilities to conduct investigations, analyze findings, and draw conclusions (Lou et al., 2017). This approach ensures active involvement in practical activities. Setyawati et al. (2022) proposed a systematic model of STEM-based project learning (STEM-PjBL) and clarified its connections with constructivist and social interaction theories (Lubrica et al., 2016). Such instructional designs guide learners toward collaborative research, practical inquiry, and the application of physics concepts in real-life situations.

The STEAM approach, which expands the STEM framework by integrating art with science and technology, also plays an important role in physics education by nurturing students’ creative potential. Kelesbayev et al. (2025) analyzed the use of LEGO robotics in laboratory activities and found that it significantly enhances learners’ academic achievement and practical reasoning (Marzuki et al., 2024). The STEAM approach enables the modeling and design of complex physics concepts, thereby supporting the formation of engineering competencies among learners.

1.2.2 The role of STEM products in developing applied orientation

The use of STEM (Science, Technology, Engineering, and Mathematics) products has become a highly significant and effective approach in modern education, enabling learners to integrate theoretical knowledge with practical application. STEM products—such as Arduino platforms, sensors, 3D-printed models, robotics kits, virtual laboratories, and engineering simulation tools—serve as innovative instructional resources that promote active learner engagement in inquiry-based activities, hands-on experimentation, and the development of scientific and engineering thinking. Applied orientation is considered the primary pedagogical outcome of using STEM products. Through such tools, learners master physical, technical, and mathematical concepts by engaging with real-world examples and engineering tasks. For instance, measuring motion speed using Arduino sensors, constructing small-scale projects with light or sound detectors, or modeling different forms of energy through 3D simulations fosters the development of students’ practical and analytical skills. In this process, knowledge is reinforced not only as abstract theory but also as concrete applied experience. STEM products enhance interdisciplinary connections and orient learners toward systematic and critical thinking. The integration of science and technology highlights the need to combine knowledge from multiple domains to solve complex problems. This approach develops learners’ engineering mindset, creative initiative, and capacity for innovative decision-making. Overall, STEM products not only enrich the content of education but also prepare learners to apply their knowledge in real-life situations, make engineering decisions, and engage in scientific-technical creativity. This direction represents a key mechanism for cultivating the innovative and practical skills that align with the educational paradigm of the twenty-first century.

1.2.3 Assessing the impact of STEM products on developing an applied orientation in physics teaching

The STEM (Science, Technology, Engineering, and Mathematics) educational approach is increasingly recognized as an effective means of developing learners’ applied and practice-oriented skills. STEM products—including Arduino platforms, 3D models, robotics components, virtual laboratories, mobile sensors, and tools for engineering design—enable learners to connect theoretical knowledge with real-life experience and acquire scientific understanding through practical engagement.

Rizakhojayeva et al. (2025) demonstrate that STEM-based educational approaches, supported by meta-analytic and empirical evidence, significantly contribute to the development of transferable and applied-oriented skills by integrating interdisciplinary knowledge, collaborative learning, and real-world problem solving (Mutakinati et al., 2018). According to the authors, STEM-based products support the development of learners’ applied competencies by enabling them to use scientific knowledge in industrial and engineering contexts. Such approaches help students acquire skills in design, experimentation, computation, and modeling, thus transforming physics into a practice-oriented discipline.

Su (2022) demonstrated that interdisciplinary project- and problem-based learning within a STEM framework significantly enhances learners’ self-efficacy and motivation Active learning strategies that incorporate STEM products allow students to engage more deeply in scientific research activities (Nicholus et al., 2023). This approach fosters not only academic knowledge but also real-life decision-making, creative thinking, and collaborative skills.

Tantri et al. (2025) investigating the impact of STEM-integrated project-based learning (STEM-PjBL) on applied orientation, found that learners significantly improve their 21st-century skills—including critical thinking, communication, creativity, and collaboration—while solving engineering and physics-related tasks (Noble et al., 2020). Such instructional formats ensure that physics learning extends beyond theoretical understanding and becomes directed toward solving real-world problems.

Noble et al. (2020) employed a mixed-methods approach to examine students’ experiences with Project-Based Learning (PBL) in inclusive STEM high schools (Oktasari et al., 2019). According to their findings, designing and evaluating STEM products collectively allows each participant to contribute to the completion of applied tasks, thereby strengthening the practical orientation of the learning process.

Voronkin (2022) analyzed the effectiveness of using smartphone sensors in physics laboratory activities. The author demonstrated that experiments conducted through the Phyphox mobile application enhance learners’ independent work skills, inquiry processes, and ability to analyze experimental results (Oliveira Biazus and Mahtari, 2022). These types of STEM products increase accessibility and practical efficiency by replacing traditional laboratory tools with digital technologies.

Fomenko (2018) examined the foundations of STEM instruction through the use of physical models. His findings show that incorporating simple physical models—such as devices illustrating laws of motion or optics—enhances learners’ intuitive understanding and practical skills (Omland et al., 2025). Through such models, students develop hands-on abilities in constructing devices, performing measurements, and conducting experiments, thereby deepening their applied orientation.

Overall, STEM products serve not merely as instructional resources but as essential pedagogical tools that shape learners’ professional orientation, applied competencies, and research culture.

1.2.4 Hypothesis development

Based on the theoretical framework and previous studies examining the impact of STEM products on the development of applied orientation, the following two hypotheses were proposed:

H₀₁: The use of STEM products does not have a significant effect on learners’ applied skills (including research, analytical, design, and engineering thinking abilities).

H₀₂: The use of STEM products significantly enhances learners’ applied skills.

These hypotheses were tested through empirical research and meta-analysis methods in order to evaluate the effectiveness of STEM products in the learning process, specifically their ability to strengthen the connection between theoretical knowledge and practical activity.

2 Materials and methods

2.1 Research design

This study employed a mixed-method design consisting of two complementary components:

(1) a quasi-experimental school-based intervention and (2) a meta-analysis of previously published empirical studies.

The integration of these two approaches allowed for the examination of both context-specific instructional effects and broader generalizable trends regarding the impact of STEM products on students’ applied orientation skills.

2.2 Meta-analytic procedure

During the research process, an extensive analysis of scientific studies related to the development of applied orientation in physics education through the use of STEM products was conducted. Major international scientific databases were utilized for the literature search. Specifically, systematic searches were carried out on the Web of Science, Scopus, and Google Scholar platforms. These databases were selected because they provide wide access to contemporary, evidence-based research in STEM technologies, engineering education, project-based learning, and practice-oriented instruction.

The search process prioritized studies published between 2015 and 2025, using relevant keywords aligned with the research topic. The main keywords included: “STEM education,” “STEM products,” “physics education,” “applied orientation,” “engineering thinking,” “professional competence,” and others.

The inclusion criteria required that studies (a) investigated STEM-based interventions in physics or closely related science disciplines, (b) employed a comparison or control group design, (c) reported sufficient statistical information (means, standard deviations, and sample sizes) to calculate standardized mean differences, (d) were published in peer-reviewed journals between 2015 and 2025, and (e) provided quantitative outcomes related to applied, research, or engineering-oriented skills. Studies were excluded if they lacked quantitative data, did not provide the statistical information necessary for effect size calculation, consisted solely of theoretical discussions without empirical validation, or were conference abstracts or short reports without complete datasets. The selection and evaluation of materials were conducted in accordance with the standards of systematic review methodology, following the key stages of the PRISMA framework. This included a structured and logical process of searching for studies, preliminary screening, identifying inclusion and exclusion criteria, and selecting studies that met the established requirements (Figure 1).

FIGURE 1

The collected quantitative data were analyzed using the Comprehensive Meta-Analysis 4.0 software, where the mean effect size, confidence intervals, level of heterogeneity, and relevant statistical indicators (Z-test, Q-test, I², τ², etc.) were calculated.

The quantitative analysis was carried out based on two main parameters: the first was the standardized mean difference as an indicator of effect size, and the second was the standardized error value. Initially, the effect size was determined through the calculation of the standardized mean difference (Cohen’s d), the formula for which is presented in Equation (1).

where S is the most important parameter in determining the mean, the common standard deviation.

X₁— the mean value of the experimental group; X₂–the mean value of the control group.

It is obtained by subtracting the standard deviations of the two results, as shown in Equation (2).

where S1 and S2—the standard deviations of the experimental and control groups, respectively;

n1 and n2—the number of participants in these groups.

The standardized error value was calculated using the GraphPad online platform. After determining the effect size and standardized error, the required data were entered into the Comprehensive Meta-Analysis 4.0 software, and the final results of the meta-analysis were obtained. The level of heterogeneity among the studies was assessed using the Q-statistic and the I² index. The I² value was used to characterize the degree of heterogeneity as low, moderate, or high, while the τ² statistic was calculated to estimate the true between-study variance. In addition, Microsoft Office Excel (MS Excel) 2010 was used to calculate the prediction intervals for the dataset.

In the meta-analysis component, standardized mean differences (Cohen’s d) were calculated for each included study based on reported means, standard deviations, and sample sizes. These individual effect sizes were then aggregated using a random-effects model to obtain the pooled estimate (d = 2.56). Thus, the meta-analytic effect size represents the average impact across multiple independent studies.

2.3 Quasi-experimental component

2.3.1 Participants

The study was conducted at secondary school No. 32. 120 students participated in the study, including 60 students in the experimental group and 60 students in the control group. The age of the participants was 14–16 years. The groups were relatively balanced in terms of gender and curriculum Table 1.

2.3.2 Instructional intervention

In the experimental group, teaching was organized using STEM products. The intervention lasted 12 weeks and was conducted for 2 academic hours per week. In each lesson, students performed STEM tasks aimed at experimentally studying physical phenomena. In the control group, physics was taught using traditional teaching methods. The lessons used teacher explanations, work with the board, calculation with formulas, and observation of ready-made demonstration experiments. In the control group, STEM products and engineering projects were not used.

2.3.3 Measurement instrument and statistical analysis

During the research, a questionnaire method was used to assess learners’ applied orientation skills in instructional settings based on the use of STEM products. This method enabled the identification of learners’ ability to apply theoretical knowledge in practice, their research activity, independence in practical tasks, and the level of development of elements related to professional orientation.

The questionnaire consisted of four main blocks, each designed to measure specific skills that contribute to the development of applied orientation in physics lessons:

• Interest and Motivation—interest in practical tasks in physics and willingness to work with STEM products.

• Theory–Practice Connection—the ability to apply theoretical knowledge in practice using tools such as Arduino, sensors, and 3D models.

• Cognitive and Research Skills—skills in conducting experiments, observation, data analysis, formulating hypotheses, and drawing conclusions.

• Applied Orientation and Professional Competence—the ability to apply physics knowledge in real-life situations, engineering thinking, solving practical tasks, and developing professional competence as a future specialist.

Cronbach’s Alpha Coefficient. To assess the internal consistency of the questionnaire instruments, Cronbach’s alpha coefficient was calculated. This analysis was conducted using the SPSS software package. The value of the alpha coefficient reflects the internal reliability of the scale and is widely used to evaluate the reliability of measurement tools. In scientific practice, values of α ≥ 0.70 are considered to indicate an acceptable level of reliability.

During the study, control and experimental groups were formed, and the effect of using STEM products in physics lessons on the development of learners’ applied orientation skills was examined in a comparative manner.

Correlation Analysis. Pearson correlation analysis was conducted to determine the relationships among the indicators of learners’ applied orientation skills. This method allows for evaluating the direction and strength of the linear relationship between quantitative variables. The Pearson correlation coefficient ranges from –1 to +1: positive values indicate that variables change in the same direction, while negative values indicate an inverse relationship.

r≈0.10−weak correlation

r≈0.30−moderate correlation

r≥0.50−strong correlation

During the analysis, the interrelationships among the four main indicators characterizing applied orientation in physics (interest and motivation, theory–practice connection, cognitive and research skills, applied orientation and professional competence) were identified. Calculations were performed using the SPSS statistical software, and significance levels were tested at p < 0.05 and p < 0.01.

A Z-test was applied to determine the statistical significance of differences between the mean values of two or more groups based on the following indicators: students’ interest and learning motivation, the level of understanding the connection between theory and practice, cognitive and research skills, as well as the level of development of applied orientation and professional competence. The mean results of the experimental and control groups were compared across these indicators. Mathematical and Statistical Analysis. After the completion of the instructional process, the collected data were described in the form of mean ± standard deviation (Mean ± SD). This approach made it possible to determine the overall level of participants’ results for each indicator as well as the variability within groups. To compare the outcomes of the experimental and control groups, an Independent Samples t-test was applied. This method evaluates whether the difference between the mean scores of two independent groups is statistically significant.

Based on the t-test results, the mean scores of the two groups for each indicator were compared, and the level of difference was determined using the p-value. All statistical analyses were carried out using the SPSS (Statistical Package for the Social Sciences) software. During the study, the effect size was calculated using Cohen’s d not only to determine the statistical significance of the differences between the experimental and control groups, but also to assess their practical significance.

For the quasi-experimental component of the present study, Cohen’s d was calculated separately for each indicator based on the mean differences between the experimental and control groups divided by the pooled standard deviation. These values (d = 2.67–6.30) represent the practical magnitude of the intervention effect within the current sample and should not be interpreted as pooled meta-analytic estimates.

3 Results

The results of the content analysis conducted on scientific studies aimed at developing learners’ applied skills through the use of STEM products in the physics teaching process are presented in Table 2. These studies extensively examined the use of project- and inquiry-based instructional strategies, interdisciplinary integration approaches, and innovative technological tools.

The content analysis of the reviewed scientific studies demonstrated that the integration of the STEM approach into physics education is highly effective in developing learners’ applied and practical skills. Across all studies, it was confirmed that the use of STEM products—such as laboratory instruments, engineering models, 3D-printed components, simulations, and project-based devices—enhances students’ engagement in active learning and strengthens their ability to understand physical phenomena through hands-on experience (Figure 2).

FIGURE 2

Most studies revealed that project-based and hands-on activities grounded in STEM contributed to the development of learners’ measurement, calculation, design, and experimental analysis skills. Through such activities, students verified physical laws with their own hands and constructed applied knowledge by making engineering decisions.

Several works identified STEM as an effective tool for implementing interdisciplinary integration and strengthening the relationship between physics, mathematics, engineering, and technology. This, in turn, connects the learning process with real-life contexts, enhancing students’ inquiry-based thinking and practical orientation.

Studies that incorporated simulation and digital modeling elements demonstrated that STEM products are also effective in virtual formats. These tools make it possible to represent complex physical concepts visually and to model experiments safely.

Therefore, the use of STEM products in physics education has been identified as a relevant and strategically important direction for developing learners’ applied competencies in modern educational systems. This approach ensures the alignment of learning content, instructional methods, and assessment practices, and aims to integrate physical knowledge with practical activity.

The analysis of scientific works and accumulated data on the use of STEM products made it possible to evaluate the developmental dynamics of learners’ applied skills—such as conducting experiments, measuring, calculating, modeling, and analyzing results. The content and comparative analysis conducted on these studies enabled the identification of the effectiveness of STEM products in teaching physics and served as the basis for performing a meta-analysis.

3.1 Results of a meta-analysis of selected scientific literature

Meta-analysis is a statistical method that quantitatively integrates the results of several independent empirical studies conducted on a particular issue, allowing researchers to obtain a combined effect size that represents the overall strength of scientific evidence (Tuyizere and Yadav, 2023).

The data extracted from the scientific literature were compiled in a tabular format (Table 3).

The research findings included in the meta-analysis were processed using the Comprehensive Meta-Analysis 4.0 software, and the final conclusions were drawn accordingly. At the initial stage, a Funnel Plot was constructed (Figure 3) to identify potential publication bias while analyzing the results of studies related to the development of learners’ applied skills through the use of STEM products in the physics education process.

FIGURE 3

A Funnel Plot is a widely used visual tool in meta-analysis designed to detect possible publication distortions. This diagram enables the assessment of the precision and consistency of effect sizes obtained from individual studies.

Although the Funnel Plot appeared visually symmetric, two additional statistical tests were conducted to more precisely determine whether publication bias was present in the meta-analysis results: Egger’s regression test and the Begg and Mazumdar rank correlation test (Table 4).

According to Egger’s regression test, the intercept value was 2.041 with p = 0.421. Since this value is > 0.05, no significant publication bias was detected in the dataset. In other words, any slight asymmetry that might be observed in the Funnel Plot is likely attributable to random variation rather than systematic bias. The Begg and Mazumdar test showed a similar conclusion: Kendall’s τ = 0.196 with p = 0.317. These values are also statistically non-significant (p > 0.05), confirming the absence of systematic publication bias across the included studies.

Overall, the results of both tests indicate that the meta-analysis data are reliable and unbiased. Therefore, the combined effect size reflecting the effectiveness of using STEM products in physics education can be considered objective and independent of publication errors.

Figure 4 illustrates the true effect of using STEM products on the development of learners’ applied skills. The results display the mean effect size and its statistical boundaries.

FIGURE 4

The findings revealed a mean effect size of d = 2.56, which represents a very large effect. This indicates that the use of STEM products in physics education has a strongly positive impact on the development of learners’ practical, experimental, and engineering skills.

The 95% confidence interval, ranging from 1.44 to 3.67, demonstrates that the effect is statistically significant and lies within a reliable range. This means that in the majority of comparative studies, the integration of STEM products produced positive outcomes for learners.

Additionally, the prediction interval ranging from –2.87 to 7.98 indicates that the effect of STEM-based instruction may vary across different learning contexts. While some situations may yield lower or neutral effects, the overall trend remains strongly positive.

In general, the results of this diagram confirm that the use of STEM products in physics education has a statistically significant and highly effective impact on the development of learners’ applied and research skills.

In the meta-analysis, the results evaluating the impact of using STEM products in physics education on the development of learners’ applied skills are visually presented using a Forest Plot (Figure 5).

FIGURE 5

A Forest Plot is a key tool that allows the comparison of individual study effect sizes and their overall combined impact within a single graph. This method helps determine the confidence intervals, magnitude of the effect, and the degree of heterogeneity (or homogeneity) across the included studies.

3.2 Analysis

The analysis was conducted based on twenty studies. The effect size index used was the standardized mean difference (d).

3.3 Statistical model

A random-effects model was employed in the analysis. This model treats the included studies as a random sample from a larger population of possible studies and allows the results to be generalized beyond the analyzed sample.

3.4 Mean effect size

The mean effect size was found to be 2.56, with a 95% confidence interval ranging from 1.441 to 3.670. This interval indicates that the true effect size in similar research contexts is likely to fall within this range.

The Z-value tests the null hypothesis that the mean effect is equal to zero. The result was Z = 4.494, p < 0.001, meaning that at α = 0.05, the null hypothesis is rejected. Therefore, the mean effect is statistically different from zero, indicating a clear positive impact of using STEM products.

3.5 Assessment of heterogeneity (Q-test)

The Q statistic tests the hypothesis that all studies share a common effect size. If all studies had identical effect sizes, Q would equal the degrees of freedom (number of studies – 1). In this analysis: Q = 74.25, df = 19, p < 0.05. At α = 0.10, the null hypothesis is rejected, meaning that there is some variation among studies, but it is not substantial.

3.6 I² statistic

I² = 45.7%, meaning that nearly half of the observed variance across studies is due to real differences rather than random error. This represents a moderate level of heterogeneity.

3.7 Tau² and tau

The variance of true effect sizes (Tau²) was 0.21, and the standard deviation of true effects (Tau) was 0.46 (in d units). These values indicate low and relatively homogeneous variation between studies.

3.7.1 Prediction interval

Assuming the true effects follow a normal distribution, the prediction interval ranged from –2.870 to 7.980. This means that in 95% of comparable populations, the effect size is expected to lie within this range. Overall, the meta-analysis demonstrates a highly positive effect of using STEM products on learners’ applied skills.

The meta-analysis integrating the results of twenty studies revealed that the use of STEM products has a strong positive impact on the development of learners’ applied skills in the physics education process. The mean effect size of d = 2.56 represents a very large pedagogical effect.

This pooled effect size should be interpreted independently from the effect sizes calculated in the quasi-experimental component of the present study, as it reflects aggregated evidence from multiple international studies rather than the single intervention reported here.

The findings show that STEM tools—such as 3D models, Arduino devices, and virtual laboratories—effectively enhance learners’ experimental, engineering, and research thinking. Their use strengthens practical skills and enables students to understand physical concepts through meaningful real-life applications.

The heterogeneity indicators (Q = 74.25; I² = 45.7%) show that variation across studies is moderate, meaning that the results remain stable and reliable across different educational contexts. Overall, the meta-analysis confirms the scientifically proven effectiveness of STEM products in improving applied learning and practical competence.

3.8 Development of a ballistic pendulum as a STEM product and its use in the educational process

The ballistic pendulum model was developed to study the laws of conservation of mechanical energy, the dynamics of collisions, and the transfer of momentum. This STEM product is designed to illustrate theoretical concepts through a concrete engineering model within the teaching process.

During the design stage of the model, Autodesk Inventor software was used (Figure 6). This software made it possible to accurately calculate the geometric dimensions of the pendulum and virtually analyze its mechanical properties. The structure includes the pendulum’s support frame, oscillation axis, angular scale, and a movable mass.

FIGURE 6

The 3D model of the ballistic pendulum was designed in accordance with engineering requirements and subsequently printed in its physical form using a 3D printer. PLA and ABS plastics were used during the printing process, as these materials provide high strength, dimensional stability, and ease of processing.

The main parameters of the model are as follows: the total mass of the pendulum is 0.8 kg, and its length is 20 cm. Such proportions ensure stability and accurate measurement during laboratory experiments (Figure 7).

FIGURE 7

In STEM education, the ballistic pendulum serves as an effective instructional tool for experimentally investigating key principles in mechanics, such as the conservation of momentum, energy transformation, and collision dynamics. With this device, learners can observe the process of a moving object colliding with the pendulum’s mass and quantitatively determine the relationship between momentum and energy.

The core idea of the ballistic pendulum is that a moving object (e.g., a ball) collides with a receiver mass attached to the lower end of the pendulum, initiating oscillatory motion. During the collision, the total momentum of the system is conserved, and the subsequent rise of the pendulum demonstrates the conversion of kinetic energy into potential energy, which can be observed and analyzed during the experiment.

Within the STEM approach, designing the ballistic pendulum using a 3D printer represents a modern solution that integrates physics, engineering, information technology, and design. This type of interdisciplinary integration enables learners to develop research, engineering, and applied thinking skills.

The pedagogical effectiveness of the device lies in its simple structure and visual clarity. The process of designing, printing, and experimenting with the pendulum enhances students’ experimental and analytical skills, while also facilitating the understanding of physical concepts through connections to real-life contexts (Figure 8).

FIGURE 8

During the experiment, the ballistic pendulum was used to determine the initial velocity of a moving object. This activity was conducted based on the law of conservation of momentum and the principle of mechanical energy transformation. After the collision, the oscillation angle of the pendulum with the attached mass was measured, and the necessary physical quantities were calculated accordingly. The experimental results allowed for direct observation of how theoretical laws operate under real conditions.

In the experimental procedure, the velocity of the moving object was determined using its collision with the ballistic pendulum. This calculation relies on the conservation of momentum and the principles of energy conversion. The computation was based on the maximum height reached by the pendulum after the combined motion of the pendulum and the embedded mass. The following data were used in the process:

– The length of the pendulum: L = 15 cm

– Mass of the colliding ball: m = 22.85 g

– The mass of the pendulum: M = 353.8 g

– Pendulum swing angle: α = 66⁰

The height of the pendulum’s rise was calculated based on the angle:

The velocity (ϑ) after the collision is determined by the height of the pendulum’s rise:

Also, to assess the conservation of kinetic energy, the energy loss and its ratio to the initial one were calculated, showing that the energy conversion efficiency of the system is approximately 30%:

This experiment enabled learners to connect theoretical principles with real physical problems and to understand the laws of conservation of energy and momentum through direct practical observation.

Overall, the STEM-integrated activity conducted using the ballistic pendulum proved to be an effective tool for enhancing the applied orientation of physics education and for developing learners’ creative and research potential.

3.9 Evaluating the impact of STEM products on developing applied orientation in physics education

In the modern education system, the use of STEM-based instructional technologies is considered one of the contemporary approaches that not only enhances the effectiveness of learning physics but also significantly contributes to the development of learners’ applied orientation skills. The purposeful use of STEM products in physics education—such as models, 3D-printing devices, Arduino systems, sensors, interactive simulations, and digital laboratories—enables learners to connect theoretical knowledge with real-life situations, develop engineering thinking, and improve experimental competence.

In this study, the impact of traditional teaching methods and STEM product–based instruction on learners’ applied orientation levels was comparatively analyzed. Although both the experimental and control groups were taught the same amount of content, the instructional methods differed: the control group mainly engaged in explanatory teaching, solving textbook problems, and observing ready-made experiments, whereas the experimental group completed practical tasks such as constructing models with STEM products, measuring physical phenomena, programming small devices using Arduino, and creating prototypes through 3D printing.

During the research, the internal consistency of the assessment tool measuring applied orientation skills in STEM-based physics instruction was determined. For this purpose, Cronbach’s alpha coefficient was calculated, and high reliability values were obtained for all indicators (Figure 9). The results demonstrated that the skills assessed through STEM-based tasks and STEM products were measured consistently and coherently.

FIGURE 9

Specifically, for the “Interest and Motivation” indicator, α = 0.905, which indicates a high level of internal consistency in measuring learners’ interest during STEM-oriented lessons. For the “Theory–Practice Connection” indicator, α = 0.882, demonstrating that the ability to apply theoretical knowledge in practice through hands-on tasks and the use of STEM devices was reliably measured. The “Cognitive and Research Skills” indicator yielded α = 0.843, meaning that STEM-based methods consistently evaluate the level of learners’ research activity. For the “Applied Orientation and Professional Competence” indicator, the value α = 0.866 was obtained, showing that the use of STEM products reliably measures learners’ practical engineering thinking and their ability to apply physics knowledge in real-life situations.

However, it should be noted that Cronbach’s alpha measures internal consistency, but it does not provide information about the validity of the instrument.

To determine the interrelationships among the four main indicators assessed through the use of STEM products (A–Interest and Motivation, B–Theory–Practice Connection, C–Cognitive and Research Skills, D–Applied Orientation and Professional Competence), Pearson correlation coefficients were calculated (Table 5). The results of the correlation analysis showed that all four indicators demonstrated positive and statistically significant relationships.

Indicator A showed a moderate correlation with B (r = 0.668) and C (r = 0.558), and a somewhat stronger correlation with D (r = 0.596). The Theory–Practice Connection (B) demonstrated strong correlations with both Cognitive and Research Skills (C) (r = 0.677) and Applied Orientation (D) (r = 0.688). The strongest correlation was observed between C and D (r = 0.881), indicating that the use of STEM products promotes the simultaneous and integrated development of research skills and applied competencies.

Overall, the interrelationship among all indicators demonstrates that the use of STEM technologies plays an important role in enhancing applied orientation in physics education.

During the research, statistical analysis was conducted on four key indicators (interest and motivation, theory–practice connection, cognitive–research skills, and applied orientation) to evaluate the effect of using STEM products on applied orientation skills in physics (Figure 10). A Z-test was employed to determine the differences between the experimental and control groups.

FIGURE 10

The obtained Z-values (A = 4.8, B = 4.2, C = 3.9, D = 3.5) showed that the differences between the groups were significantly high across all indicators. This demonstrates that the use of STEM products effectively enhances learners’ interest in the subject, their ability to link theoretical knowledge with practical activities, their research skills, and their applied professional competencies.

The degrees of freedom were 118, 116, 114, and 118, which ensured the reliability of the obtained results. The significance level for all indicators was below p < 0.05 (A = 0.001, B = 0.001, C = 0.001, D = 0.002), indicating that the results were statistically significant.

Overall, the findings confirm that the use of STEM products in lessons positively influences the development of applied orientation in physics and enhances the effectiveness of instruction.

As shown in Figure 11, the impact of instructional methods based on the use of STEM products on learners’ mastery of applied orientation skills in physics was analyzed through proportional distributions. The diagram presents the indicators A—Interest and Motivation, B—Theory–Practice Connection, C—Cognitive and Research Skills, and D—Applied Orientation and Professional Competence.

FIGURE 11

According to the results, the highest proportion was observed in category B (A—42%, B—37%, C—48%, D—52%), indicating that STEM products are particularly effective in integrating theoretical knowledge with practical tasks. The high values in category C (Cognitive and Research Skills) demonstrate a substantial improvement in learners’ abilities to conduct research, perform analysis, and independently design experiments.

Although the lower proportions were recorded in categories D and F, the applied orientation indicator (D) remained high across all groups (25%). This confirms that the systematic use of STEM products is an effective tool for enhancing learners’ practical skills, their ability to apply knowledge in real-life situations, and their engineering thinking.

As shown in Figure 12, learners demonstrated a positive perception of the use of STEM products. A total of 88.3% of students indicated that STEM enhances applied skills, while 84.1% stated that it facilitates the completion of practical tasks. These findings confirm that STEM tools have a significant impact on the development of practical competencies in the learning process.

FIGURE 12

Conversely, the proportion of students expressing disagreement was very low—11.3 and 15.9%, respectively. These results indicate that the effectiveness of STEM technologies is highly appreciated by the majority of learners and that such tools make applied tasks in physics easier to understand and perform.

In order to assess the impact of STEM-based learning methods on applied skills, the performance of the experimental and control groups was analyzed comparatively. The results of the t-test showed that the experimental group performed higher than the control group on all indicators (Table 6).

The effect sizes reported in Table 6 refer exclusively to the experimental comparison conducted within this study. These values differ from the pooled meta-analytic estimate because they are based on a single instructional intervention, specific measurement instruments, and the characteristics of the present sample.

The comparison of the experimental and control groups revealed a clear effectiveness of instruction based on the use of STEM products in developing applied orientation skills in physics.

The experimental group outperformed the control group across all four indicators: interest and motivation (9.1 ± 0.3), theory–practice connection (8.8 ± 0.4), cognitive and research skills (9.4 ± 0.3), and applied orientation and professional competence (9.7 ± 0.2). These values are significantly higher than those of the control group, which scored 8.0 ± 0.5, 7.6 ± 0.5, 8.1 ± 0.6, and 7.3 ± 0.5, respectively.

The t-test results further confirmed that the differences between the groups were statistically highly significant: t = 14.61, 14.51, 15.01, and 34.52. For all indicators, the significance level was p = 0.0001, fully satisfying the condition p < 0.001.

In addition, the effect size was calculated using Cohen’s d to assess the practical significance of the obtained results. The calculations revealed a very large effect size across all indicators: d = 2.67 for interest and motivation, d = 2.65 for the theory–practice connection, d = 2.74 for cognitive and research skills, and d = 6.30 for applied orientation and professional competence.

These values demonstrate that the instructional methodology based on the use of STEM products exerts a strong and consistent impact on students’ learning outcomes compared to traditional teaching approaches.

These results demonstrate that the systematic use of STEM products not only increases learners’ interest in the subject but also develops their practical skills, research competencies, and applied orientation levels significantly more effectively than traditional teaching methods.

Overall, STEM-based instructional approaches have proven to be effective tools in enhancing learners’ ability to integrate theoretical knowledge with practical application in physics and in developing applied orientation skills. This approach fosters engineering thinking, research activity, and the ability to apply knowledge in real-life contexts, making it a crucial mechanism for preparing students as professionally competent individuals who meet the demands of the 21st century. Thus, the patterns of skill development identified in the study characterize the core competencies of STEM education. These competencies—linking theory with practice, engineering thinking, research-oriented activity, and problem-solving ability—constitute a fundamental foundation for successful learning in undergraduate STEM programs. Accordingly, the findings demonstrate a preparatory potential that extends beyond the secondary school level and can be directly applied within the context of undergraduate STEM education.

4 Discussion

The findings of the study demonstrate that the use of STEM products significantly strengthens learners’ ability to integrate theoretical knowledge with practical activity. The very large pooled effect size obtained from the meta-analysis (d = 2.56) indicates a substantial pedagogical impact across multiple independent studies. It is important to distinguish this pooled estimate from the effect sizes calculated in the quasi-experimental component of the present study. While the meta-analytic effect reflects the average impact of STEM-based interventions across diverse educational contexts, the larger effect sizes observed in the experimental comparison (d = 2.65–6.30) represent the magnitude of change within the specific instructional setting and sample of the current research. Variations between these values may be attributed to contextual factors, intervention intensity, the structured hands-on design of the ballistic pendulum project, the use of self-report measurement instruments, and specific sample characteristics. Given the unusually large magnitude of the applied orientation effect (d = 6.30), future studies using performance-based measures may provide additional confirmation of the stability of this finding.

Large effects may reflect the intensity of hands-on intervention, the novelty of STEM products in the instructional context, and the applied orientation of the learning tasks. These competencies are of fundamental importance for undergraduate STEM programs, as learning in physics and engineering disciplines at the higher education level is closely linked to laboratory work, project-based tasks, and research-oriented instruction.

In the context of teacher education, the results imply that pre-service physics teachers should not only study STEM pedagogy theoretically but also engage in the development and evaluation of STEM products as part of their methodology coursework. The four-indicator structure used in this study may serve as a competency-based assessment framework for teacher preparation programs, enabling evaluation of candidates’ ability to foster applied orientation, research thinking, and engineering reasoning in classroom settings.

The obtained results also offer significant scientific and methodological implications for the preparation of future physics teachers. The applied orientation, research skills, and engineering thinking fostered through the use of STEM products form a solid foundation for effective engagement with STEM pedagogy. This enables future teachers to develop not merely as transmitters of physics content, but as professionals capable of organizing practice-oriented, project-based, and innovative teaching and learning processes.

As demonstrated by Joseph and Uzondu (2024), interdisciplinary STEM curricula enhance teachers’ ability to apply theoretical knowledge within practical contexts. The findings of the present study further emphasize the relevance of adapting teacher education curricula toward project-based and practice-oriented formats grounded in STEM products (Ubben et al., 2023). From an institutional perspective, the results highlight the importance of ensuring continuity between secondary and higher education. STEM interventions implemented at the school level contribute to the development of an effective pre-university preparation model and support the realization of the school–university continuity principle. Sulaiman et al. (2024) report that STEM project-based learning increases learners’ applied thinking and interest in practical activity (Vela et al., 2019)., while Dedetürk et al. (2021) demonstrate the role of STEM activities in developing applied and model-based thinking (Voronkin, 2022). Together, these findings reinforce the need to conceptualize STEM education as a continuous educational trajectory—from school to university—within a coherent STEM pipeline. Furthermore, Ariffiyah et al. (2025) highlight that the alignment of STEM education with cultural and value-based contexts expands its educational potential, underscoring the importance of institutional-level adaptation of STEM programs (Yurchenko et al., 2023).

In conclusion, the results of the study provide strong empirical evidence that the use of STEM products in physics education represents a highly effective pedagogical approach for developing learners’ applied orientation, research competencies, and engineering thinking. These conclusions establish a robust scientific foundation for the development of contemporary, practice-oriented, innovative, and interdisciplinary models of physics education.

Future research employing performance-based assessments may provide more conservative but equally informative estimates.

5 Conclusion

The results of the study clearly demonstrate that integrating STEM products into the physics teaching process is a highly effective pedagogical technology for developing learners’ applied orientation skills. The use of STEM tools during lessons enhanced students’ interest in the subject and enabled them to understand physical concepts within a concrete practical context. Such approaches enriched lesson content and strengthened learners’ motivation to learn.

STEM products reinforced the connection between theoretical knowledge and practical activity, increasing learners’ ability to apply what they learned in real-life situations. Students in the experimental group did not simply memorize physical formulas and laws; rather, they applied them in practice and achieved concrete outcomes. This process allowed learners to develop a deeper understanding of the subject and to recognize the relevance of physics to real-world contexts.

The findings also showed that STEM products play a significant role in developing learners’ cognitive, research, and analytical skills. Students in the experimental group confidently performed scientific research tasks such as planning experiments, conducting measurements, analyzing data, formulating hypotheses, and drawing conclusions. Analyses conducted in SPSS confirmed these results: statistically significant differences were found across all indicators (p < 0.001). Cronbach’s alpha coefficients ranged from 0.84 to 0.90, demonstrating strong reliability of the measurement tools. Correlation analysis indicated stable and high-level interrelationships among the indicators.

The meta-analysis further supported the positive impact of STEM approaches on the development of applied skills in physics. The overall effect size was identified as Cohen’s d = 2.56 (p = 0.0001), confirming the effectiveness of STEM interventions at the level of international research. This effect size indicates that STEM technologies significantly enhance learners’ practical engagement and engineering-oriented thinking.

Importantly, the findings extend beyond the secondary education context by offering evidence-based guidance for undergraduate STEM curriculum development. The demonstrated improvements in applied orientation and engineering thinking support the integration of design-based laboratory modules and project-oriented assessment in first-year university physics courses. Furthermore, the results provide a conceptual and measurement framework that can be embedded within teacher education programs to strengthen future educators’ capacity to implement practice-oriented STEM instruction. Thus, the study contributes to the development of a vertically coherent STEM education trajectory connecting school and higher education.

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