Abstract
This systematic review examines the experimental studies on interventions that influence the success of high-attaining primary school girls in STEM courses. The study conducted a comprehensive search of multiple databases, including EBSCO, ERIC, ELSEVIER, SAGE, ScienceDirect, Scopus, Springer, and Taylor & Francis, and identified 250 studies from 1st January 2000 to 1st January 2022. 250 records were screened for inclusion and 244 were rejected as not meeting the selection criteria, leaving six studies for inclusion. The evidence synthesis included only experimental designs, and the implementation of the intervention in formal school educational settings with high-attaining students aged 5–11 years old. The study assessed the quality of the identified studies using the Critical Appraisal Skills Programme (CASP) appraisal tool for quasi-experimental/experimental studies. The findings of this study can provide insights into the effectiveness of interventions in enhancing the educational success of primary school girls, especially in STEM courses.
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