Efficacy of maker-centered learning method on K-12 students’ learning outcomes: A meta-analysis

The adoption of the maker-centered method is gaining popularity in K-12 school curricula. However, a unified consensus on its effectiveness in enhancing K-12 students’ learning outcomes remains elusive. Therefore, the purpose of this meta-analysis was to synthesize the findings on the overall effects of the maker-centered learning method on K-12 students’ learning outcomes. We reviewed the literature published between 2010 and 2022 and identified 34 empirical studies on the maker-centered learning method that met inclusion criteria. The combined effect size was then calculated using a random effects model (REM). Results showed that the maker-centered learning method has a small effect on K-12 students’ learning outcomes with an overall effect size of 0.369. The outcome measure was also coded to study the potential moderating effects of various characteristics of the studies, including learning stages, research design, experimental duration, testing instruments, measuring moment, disciplines, learning outcomes, and educational resources. The moderator analysis revealed that the maker-centered learning method was more effective for (a) high school students, (b) mathematics, (c) a learning duration of 1 to 3 months, (d) with the assistance of traditional educational resources, and (e) in the psychomotor performance. These findings provide insights for future studies and practical applications of the maker-centered learning method for K-12 students’ academic development.