The Relationship Between 3D Printing Technology and STEM Education Outcomes: The Moderating Role of Institutional Infrastructure in Ethiopian Secondary Schools

Abstract

The integration of 3D printing technology (3DPT) into STEM education has transformed teaching and learning through experiential and design-based approaches. However, the effectiveness of this technology is largely shaped by the institutional environment in which it is implemented. This study investigates the moderating role of institutional infrastructure in the relationship between 3DPT and STEM education outcomes (STEMO) in Ethiopian secondary schools. A quantitative cross-sectional survey design was employed, involving 368 participants from secondary schools equipped with STEM and 3D printing facilities. Data were analyzed using Structural Equation Modeling (SEM). The results indicate that the dimension of 3DPT are positively associated STEMO, with frequency of use, instructional integration, and access to digital resources showing stronger associations than availability alone. In addition, both human and digital infrastructures were positively associated with STEMO. The significant interaction effects further indicate that institutional infrastructure moderates the association between 3D printing technology and STEM education outcomes. The study contributes to educational technology literature by integrating constructivism, experiential learning, socio-technical systems theory, and connectivism into a unified explanatory framework. The findings provide empirical evidence from a developing-country context and highlight the importance of institutional readiness in maximizing the educational benefits of 3D printing technology in STEM education.