Impact of Fab Lab Tulsa on Student Self-Efficacy toward STEM Education
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| Title: | Impact of Fab Lab Tulsa on Student Self-Efficacy toward STEM Education |
|---|---|
| Language: | English |
| Authors: | Dubriwny, Nicholas, Pritchett, Nathan, Hardesty, Michelle, Hellman, Chan M. |
| Source: | Journal of STEM Education: Innovations and Research. Apr-Jun 2016 17(2):21-25. |
| Availability: | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools |
| Descriptors: | Self Efficacy, STEM Education, Correlation, Scientific Attitudes, Pretests Posttests, Pilot Projects, Technology Uses in Education, Middle School Students, Likert Scales, Statistical Analysis |
| Geographic Terms: | Oklahoma (Tulsa) |
| ISSN: | 1557-5284 |
| Abstract: | Student self-confidence is important to any attempt to increase interest and achievement in Science, Technology, Engineering, and Math (STEM) education. This study presents a longitudinal examination of Fab Lab Tulsa's impact on attitude and self-efficacy toward STEM education among middle-school aged students. Paired samples t-test showed a statistically significant increase in self-efficacy among students attending four or more STEM sessions. Moreover, self-efficacy had a significant positive association with both the impact and skill level toward STEM as reported by participating students. Similarly, student attitudes toward STEM showed a significant positive association with both impact and skill level. Results of this study suggest a positive impact of Fab Lab Tulsa educational programs on STEM among students. |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2016 |
| Access URL: | https://www.jstem.org/index.php?journal=JSTEM&page=article&op=download&path%5B%5D=2080&path%5B%5D=1751 |
| Accession Number: | EJ1108107 |
| Database: | ERIC |
| Abstract: | Student self-confidence is important to any attempt to increase interest and achievement in Science, Technology, Engineering, and Math (STEM) education. This study presents a longitudinal examination of Fab Lab Tulsa's impact on attitude and self-efficacy toward STEM education among middle-school aged students. Paired samples t-test showed a statistically significant increase in self-efficacy among students attending four or more STEM sessions. Moreover, self-efficacy had a significant positive association with both the impact and skill level toward STEM as reported by participating students. Similarly, student attitudes toward STEM showed a significant positive association with both impact and skill level. Results of this study suggest a positive impact of Fab Lab Tulsa educational programs on STEM among students. |
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| ISSN: | 1557-5284 |
