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Project-based learning in STEM and A...

McGehee, Nikolas Jordan Lynn.

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Project-based learning in STEM and ACT achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Project-based learning in STEM and ACT achievement./
作者:	McGehee, Nikolas Jordan Lynn.
面頁冊數:	52 p.
附註:	Source: Masters Abstracts International, Volume: 54-05.
Contained By:	Masters Abstracts International54-05(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1589909
ISBN:	9781321784206

Project-based learning in STEM and ACT achievement.
McGehee, Nikolas Jordan Lynn.

Project-based learning in STEM and ACT achievement. - 52 p.

Source: Masters Abstracts International, Volume: 54-05.

Thesis (M.A.)--Tennessee Technological University, 2015.

Project- and research-based learning has long been a part of many secondary schools' curricula but does the new fusion of these methods with the STEM initiative correlate positively with academic achievement? The purpose of this causal comparative study was to explore the relationship between the ACT scores of high school students and participation in STEM based research projects.

ISBN: 9781321784206Subjects--Topical Terms:

2122779
Secondary education.

Project-based learning in STEM and ACT achievement.
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245 1 0 $a Project-based learning in STEM and ACT achievement.
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500 $a Source: Masters Abstracts International, Volume: 54-05.
500 $a Adviser: George Chitiyo.
502 $a Thesis (M.A.)--Tennessee Technological University, 2015.
520 $a Project- and research-based learning has long been a part of many secondary schools' curricula but does the new fusion of these methods with the STEM initiative correlate positively with academic achievement? The purpose of this causal comparative study was to explore the relationship between the ACT scores of high school students and participation in STEM based research projects.
520 $a Data for the study were obtained data from students in the 16 county Upper Cumberland area some of whom participated and others did not participate in STEM based research projects. The data were analyzed using a multivariate analysis of covariance, controlling for ability and gender. The results of this study indicated, overall, there were no differences in ACT scores between participants and nonparticipants. However males who participated in STEM-based projects scored slightly significantly higher than males who did not participate in STEM-based projects in Science.
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