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STEM Integration and Its Impact on Student Learning: A Mixed Methods Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	STEM Integration and Its Impact on Student Learning: A Mixed Methods Study./
Author:	Dalby, Holly.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	137 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28086147
ISBN:	9798662590045

STEM Integration and Its Impact on Student Learning: A Mixed Methods Study.
Dalby, Holly.

STEM Integration and Its Impact on Student Learning: A Mixed Methods Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 137 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

Science, Technology, Engineering, and Mathematics (STEM) have been a topic of concern in the United States for several years now. The problem that was addressed was the lack of achievement on Arizona's college and career readiness standards in math and science in the fourth and eighth grade. The purpose of this concurrent mixed methods study was to determine if the STEM integration method utilized, prepared students to achieve higher on the college and career readiness standards. The conceptual framework that guided the study was experiential learning. The methodology was concurrent mixed methods; student scores in grades fourth and eighth on the science and mathematics state assessments were utilized in the study. Each of the questions required a different type of analysis: question one required the use of a two-way MANOVA, question two required a Chi-square, and question three was the qualitative interview portion, which required several coding techniques. The results for question one was interesting due to the analysis of both science and math test scores. For science, there was a failure to reject the null hypothesis. For math, the evidence was sufficient to reject the null hypothesis. For the number of students entering into the STEM diploma program the difference was sufficient evidence to reject the null hypothesis. Based on the analysis of the teacher perception interview the professional development they received over PBLs had the biggest impact. Integration is a key component in ensuring that a STEM program is successful. Based off the results from this study, there needs to be more research done to investigate why science tends to grow more than math on state testing assessments and how schools implemented their integration practices.

ISBN: 9798662590045Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Integration

STEM Integration and Its Impact on Student Learning: A Mixed Methods Study.
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500 $a Advisor: Babcock, Ashley.
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506 $a This item must not be sold to any third party vendors.
520 $a Science, Technology, Engineering, and Mathematics (STEM) have been a topic of concern in the United States for several years now. The problem that was addressed was the lack of achievement on Arizona's college and career readiness standards in math and science in the fourth and eighth grade. The purpose of this concurrent mixed methods study was to determine if the STEM integration method utilized, prepared students to achieve higher on the college and career readiness standards. The conceptual framework that guided the study was experiential learning. The methodology was concurrent mixed methods; student scores in grades fourth and eighth on the science and mathematics state assessments were utilized in the study. Each of the questions required a different type of analysis: question one required the use of a two-way MANOVA, question two required a Chi-square, and question three was the qualitative interview portion, which required several coding techniques. The results for question one was interesting due to the analysis of both science and math test scores. For science, there was a failure to reject the null hypothesis. For math, the evidence was sufficient to reject the null hypothesis. For the number of students entering into the STEM diploma program the difference was sufficient evidence to reject the null hypothesis. Based on the analysis of the teacher perception interview the professional development they received over PBLs had the biggest impact. Integration is a key component in ensuring that a STEM program is successful. Based off the results from this study, there needs to be more research done to investigate why science tends to grow more than math on state testing assessments and how schools implemented their integration practices.
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