Abstract The five studies address the challenges faced by female teachers in using the STEM approach in mathematics instruction, analyzing a range of factors related to teachers, students, and the school environment. Despite the differences in contexts and research methods employed, there are points of convergence and divergence among these studies. The results indicate the impact of the STEM-based training program on mathematics teaching, with statistical analyses showing a delivery square value (²η) of 0.81320, indicating a significant positive effect of this strategy. The effect size was calculated at 4.2763, placing it in the high effect category according to Cohen's standards. Study number 4 showed the highest effect size at 8.971, although this figure may be attributed to a small sample size (N=65). The Cochran test was used to assess the homogeneity of the studies, revealing a Q value of 51.30, indicating significant variability among the studies with a non-random variance percentage of 94.15%. The results suggest that implementing the STEM strategy has a substantial impact on student achievements and development. Additionally, a study on the reality of teaching mathematics using the STEM approach in the Jazan Education Administration showed a strong preference among teachers for using these methods, while teachers faced high challenges related to curricula, students, and fellow educators, necessitating curriculum improvements and additional support to ensure effective implementation of STEM-based education.
reem Nassir Alanzi (Tue,) studied this question.