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The Impact of STEM Education on Elementary School Math and Science Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of STEM Education on Elementary School Math and Science Achievement./
作者:	Bentley, Jessica.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	122 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28647841
ISBN:	9798535502427

The Impact of STEM Education on Elementary School Math and Science Achievement.
Bentley, Jessica.

The Impact of STEM Education on Elementary School Math and Science Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 122 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--Liberty University, 2021.

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

The following is a dissertation looking to address the impact of STEM-focused education on fifth-grade standardized test scores in mathematics and science. STEM education has become such an integral part of American education in recent years, and its importance continues to extend beyond the research available. The purpose of this quantitative study is to examine the effects of a STEM-focused education on the standardized test scores of students in fifth grade. Convenience sampling was employed, with matching, to collect data from four classes of fifth grade students, totaling 226 students, from a rural school district. The 2019 Virginia Standards of Learning assessments in math and science for fifth grade only were used as the data for the study. The researcher chose a causal comparative research design, as this lends itself well to research aimed at finding a cause-and-effect relationship. Archival data was used to address the research question, and MANOVA was chosen as the statistical test for analysis of the data. Data showed a significant difference between STEM-focused schools and schools with a traditional math science curriculum, F(2, 223) = 8.289, p < .0005; Wilks' V = .931; partial ɳ2 = .069, with the traditional schools having higher scores in both math and science on those standardized tests. While this study did not show a positive impact of STEM education on standardized test scores, many factors were addressed, including the variability of implementation of STEM education, longevity of programs, and lack of a clear definition of STEM education. Recommendations for future research include varied populations of students and mixed methods studies that could include the impact of STEM education on mathematical and scientific interest and confidence.

ISBN: 9798535502427Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

inquiry-based learning

The Impact of STEM Education on Elementary School Math and Science Achievement.
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520 $a The following is a dissertation looking to address the impact of STEM-focused education on fifth-grade standardized test scores in mathematics and science. STEM education has become such an integral part of American education in recent years, and its importance continues to extend beyond the research available. The purpose of this quantitative study is to examine the effects of a STEM-focused education on the standardized test scores of students in fifth grade. Convenience sampling was employed, with matching, to collect data from four classes of fifth grade students, totaling 226 students, from a rural school district. The 2019 Virginia Standards of Learning assessments in math and science for fifth grade only were used as the data for the study. The researcher chose a causal comparative research design, as this lends itself well to research aimed at finding a cause-and-effect relationship. Archival data was used to address the research question, and MANOVA was chosen as the statistical test for analysis of the data. Data showed a significant difference between STEM-focused schools and schools with a traditional math science curriculum, F(2, 223) = 8.289, p < .0005; Wilks' V = .931; partial ɳ2 = .069, with the traditional schools having higher scores in both math and science on those standardized tests. While this study did not show a positive impact of STEM education on standardized test scores, many factors were addressed, including the variability of implementation of STEM education, longevity of programs, and lack of a clear definition of STEM education. Recommendations for future research include varied populations of students and mixed methods studies that could include the impact of STEM education on mathematical and scientific interest and confidence.
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