Using HLM to Determine a STEM Programs Impact on Middle School Academic Achievement

Thomas, Danielle R.; Larwin, Karen H.

doi:10.46328/ijres.2607

Cited by 3 publications

(4 citation statements)

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“…The literature review suggests that the number of studies on STEM education has gradually increased (Chine & Larwin, 2022;Marco-Bujosa, 2021;Punzalan, 2022;Razi & Zhou, 2022;Reynders et al, 2020;Talan, 2021;Turner et al al., 2022;Wang et al, 2022). Since studies are generally suitable for the nature of the course, they are carried out in science courses or courses of a similar nature (Ceylan, 2014;Nağaç, 2018;Pekbay, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Hebebci

Usta

2022

Participatory Educational Research

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Today, the need for individuals who follow scientific and technological developments closely and who can adapt to these changes rapidly is increasing. These needs have made it necessary for countries to try various changes, reforms and current approaches required by the age in their education systems. One of these approaches is STEM education, which has frequently been encountered in the national and international literature in recent years. STEM (science, technology, engineering, and mathematics) education is an approach that emphasizes the 21st century skills, integrates science, technology, engineering, and mathematics disciplines, and covers formal and informal education at all education levels. In addition, the number of studies on STEM education is increasing daily. This research aims to integrate the 8th-grade science curriculum with STEM education practices and examine the effects of these practices on students’ problem-solving (PS) skills, scientific creativity, and critical thinking dispositions. In this study conducted with quantitative methods, the pretest-posttest control group design of the quasi-experimental method was used. The study group of the research consists of students who took the 8th-grade science course at a private school. Research data were collected from both the classes before and after the experimental study. Descriptive statistics and covariance analysis (ANCOVA) were used in the data analysis. The research results revealed that integrated STEM education applications positively affect students’ problem-solving skills, scientific creativity, and critical thinking dispositions. The collected results were discussed with the studies in the literature, and suggestions were made accordingly.

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Section: Introductionmentioning

confidence: 99%

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Hebebci

Usta

2022

Participatory Educational Research

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“…According to Izgi-Onbasili et al (2022) This TPACK learning model helps to grow teacher competence in students' skills in understanding lessons. In addition, according to Chine and Larwin (2022) In this era of learning, learning should be combined with STEM. This is due to the skills of the 21st century science students are encouraged to have high-level thinking skills in solving a problem.…”

Section: Discussionmentioning

confidence: 99%

Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department

Zulkifli

Satria

Supriyadi

et al. 2022

PETiER

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This study aims to analyze the effect of the STEM integrated Technology Pedagogical Content Knowledge learning model on the 21st Century skills of high school students majoring in science. This research is a type of meta-analysis research. The sample of this research comes from the analysis of international and national journals indexed by Scopus, SINTA, and DOAJ, totaling 12 journals. The sample search was carried out by searching the google scholar database, Sciencedirect, Eric Journal, Taylor and Francis, Wiley Journal, Sage Journal, and Emerald. The sampling technique is purposive sampling technique. The data that can be sampled is related to the STEM-integrated TPACK learning model in 21st Century Student skills. The data analysis technique is a quantitative data analysis technique by calculating the Effect Size (ES) and N-Gain values with JSAP software. The results of the study conclude that the application of the integrated STEM Technology Pedagogical Content Knowledge learning model is effective in improving the 21st-century skills of high school students with an effect size value of 1.765 with an N-Gain of 0.56 and an SD value of 0.29. So, the STEM-integrated TPACK learning model is very effectively applied in high school biology learning

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“…Interdisciplinary curricula are strategically implemented to increase the academic achievement of students across all STEM subjects (Bybee, 2013). Chine (2021) provides another example of full STEM integration by referencing Bybee's five aspects of the learning cycle theory: engagement, exploration, explanation, elaboration, and evaluation (1997) and Dewey's constructivist learningby-doing approach (1897). Chine (2021) describes two comprehensive and interdisciplinary annual projects completed by students participating in a fully integrated STEM education program: the building and racing of Soap Box Derby cars and the assembling, launching, and retrieving of a weather balloon.…”

Section: Moderators Of Student Achievementmentioning

confidence: 99%

“…Chine (2021) provides another example of full STEM integration by referencing Bybee's five aspects of the learning cycle theory: engagement, exploration, explanation, elaboration, and evaluation (1997) and Dewey's constructivist learningby-doing approach (1897). Chine (2021) describes two comprehensive and interdisciplinary annual projects completed by students participating in a fully integrated STEM education program: the building and racing of Soap Box Derby cars and the assembling, launching, and retrieving of a weather balloon. The former involves students engaging in math, science, and engineering curriculum grade-level standards while building the cars, with the topics in the following order: collection and analysis, ratio and proportion, geometry, simple machines, gravity, energy, friction, and speed.…”

Section: Moderators Of Student Achievementmentioning

confidence: 99%

A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?

Thomas

Larwin

2023

IJ STEM Ed

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Background Integrated science, technology, engineering, and mathematics (STEM) education initiatives are becoming an increasingly popular approach to narrow the opportunity gap among underrepresented minority (i.e., Black, Hispanic, and first-generation) students. However, there are limited studies on the impact of exposure to integrated STEM education on academic achievement and an even lesser amount on performance among underrepresented minority (URM) groups. Students exposed to STEM programming in middle school are more likely to pursue a STEM field in college or a STEM-related career. However, despite increases in middle school STEM programming initiatives, STEM college graduation rates have declined, particularly among URM populations. This meta-analysis aims to determine the effectiveness of STEM education in middle school, focusing on URM students. Results A total of 20 studies containing 45 independent samples met the study criteria. The studies included were published from January 1, 2011 to May 1, 2022, and identified from the following academic databases: ERIC, Google Scholar, ProQuest Dissertations and Theses, and SCOPUS. Integrated STEM programming was most impactful when: engineering was incorporated into science courses and at full STEM integration, occurring over one academic year (d = 0.89) and occurring in 8th grade (d = 1.55). Overall, the effect size estimate demonstrated heterogeneity, with a large positive significant effect across the studies (d = 0.558, 95% CI [0.514–0.603], p < 0.001), indicating a significant impact on student achievement. The most notable finding was the lack of empirical studies involving URM groups, with only one effect size estimate reported for Black students and other minority groups and 40 effect size estimates for non-minority groups revealing a non-significant difference in effect size estimates. Conclusions Students benefit from STEM program participation, with the average STEM student outperforming approximately 70% of their same-age, same-grade peers not participating in STEM programming. In particular, URM students benefit even more from quality integrated STEM education initiatives, given one caveat—students must be given the opportunity. We conclude that the issue is not that URM students are not academically benefiting from middle school integrated STEM education programs, based on the available research—they are merely not participating. We highlight the need and suggest interventions for providing collaborative and focused attention on the societal and cultural factors impacting URM student participation and retention in integrated STEM education programs.

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Using HLM to Determine a STEM Programs Impact on Middle School Academic Achievement

Cited by 3 publications

References 4 publications

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department

A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?

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