Heterogeneity analyses indicated no statistically significant variation among experiments based on the STEM discipline of the course in question, with respect to either examination scores (Fig. 2A; Q = 910.537, df = 7, P = 0.160) or failure rates (Fig. 2B; Q = 11.73, df = 6, P = 0.068). In every discipline with more than 10 experiments that met the admission criteria for the metaanalysis, average effect sizes were statistically significant for either examination scores or failure rates or both (Fig. 2, Figs. S2 and S3, and Tables S1A and S2A). Thus, the data indicate that active learning increases student performance across the STEM disciplines.