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The Context of Academic Achievement and STEM Education
A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program
Danielle R. Chine
Dr. Joseph Johnson, Dr. Abdullatif Kaban
978-1-952092-22-0
This research examined the effect of STEM education and integrated STEM programming on student achievement in middle school grades six through eight. The need for this research is indicated due to the increase in educational policy and funding to public schools to provide STEM programming. There is limited regulation and monitoring of the academic success of these programs. The effect of STEM programs on student success both in school and in the future workforce is an under-researched area in education. Additionally, there is ambiguity in defining integrated STEM education among educators and researchers. The broad definitions and effect of STEM programming and PBL on student achievement is a necessary topic of research to determine the effectiveness of these increasingly popular and often expensive instructional programs. This quantitative, seven-year longitudinal study determined the effectiveness of STEM programming on student achievement, accounting for interaction effects of demographic factors, such as student race, gender, socioeconomic status, and student attendance.
Chine, D. R. (2022). The Context of Academic Achievement and STEM Education. In J. Johnson & A. Kaban (Eds.), A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program (pp. 1–19). ISTES Organization.
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