Classroom interventions have limited effects on undergraduates’ domain-level motivation in STEM: A meta-analysis of 19 field studies

The persistent gap between STEM workforce demand and the supply of qualified graduates underscores the need for strategies that support undergraduates’ persistence in STEM pathways. This meta-analysis synthesized causal evidence from 19 U.S.-based field studies (84 effect sizes) that evaluated classroom interventions targeting instructional methods (e.g., active learning) or student motivation (e.g., utility value exercises). We focused on domain-level motivational outcomes—such as interest, confidence, utility value, and intentions to persist—given their relevance for STEM persistence. Unexpectedly, classroom interventions had negligible effects on these motivational outcomes on average, with little variation across intervention types, outcome types, or STEM domains. Limitations in study reporting constrained analysis by student demographics. While classroom practices may enhance achievement or task-specific motivation, we found that they are unlikely to produce substantial changes in broader motivational constructs. These findings highlight the importance of aligning intervention goals with realistic outcomes, clarifying the role of task-specific motivation for longer-term persistence, and potentially pairing classroom-level interventions across multiple classrooms or with broader institutional initiatives.