Impact of STEM on students’ intellectual engagement
| dc.contributor.author | Bendu, Charles | |
| dc.contributor.examiningcommittee | Milner-Bolotin, Marina (University of British Columbia) | |
| dc.contributor.examiningcommittee | Lutfiyya, Zana (Educational Administration, Foundations and Psychology) | |
| dc.contributor.examiningcommittee | Fuchs, Donald (Social Work) | |
| dc.contributor.supervisor | Freeze, Rick | |
| dc.date.accessioned | 2024-11-18T15:14:59Z | |
| dc.date.available | 2024-11-18T15:14:59Z | |
| dc.date.issued | 2024-10-26 | |
| dc.date.submitted | 2024-10-26T21:04:32Z | en_US |
| dc.date.submitted | 2024-11-16T20:06:59Z | en_US |
| dc.degree.discipline | Education | |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | |
| dc.description.abstract | This mixed-methods study investigated the experiences of 43 students (Grades 6-8) and 5 adults (2 principals, 2 STEM teachers, and 1 STEM support teacher) from two middle schools following an 8-week STEM intervention. It evaluated the intervention’s impact on students’ intellectual engagement, focusing on critical thinking, creativity, collaboration, and communication. Quantitative data collection involved a two-phase pre-test/post-test design using surveys and questionnaires, alongside qualitative data from interviews and STEM curriculum documents. Quantitative analysis utilized descriptive and parametric statistics involving matched-pairs t-tests (within-group) and independent samples t-tests (between-group), while qualitative data were analyzed through thematic coding. Results from the matched-pairs t-test for Alpha School’s post-STEM Survey indicated significantly higher mean scores compared to pre-STEM Survey results (t (19) = -7.698, p = .001), showing a statistically significant difference with a small effect size (d = -1.72). Similarly, the pre and post-STEM Questionnaires revealed higher post-STEM scores (t (14) = -9.784, p = .001, d = -2.52), with statistical significance but a small effect size. The independent t-test comparing Alpha and Beta Schools’ pre-STEM Questionnaire scores showed no significant difference (t = -1.506, df = 28, p = .143). However, post-STEM Questionnaire results indicated a significant difference (t = 6.398, df = 19.442, p = .001) with a large effect size (d = 2.34). Qualitative findings supported these quantitative results, highlighting a positive impact on intellectual engagement. The study underscores the need to integrate technology into STEM education and advocates for professional development in STEM-specific pedagogy to connect theory and practice. Keywords: Integrated STEM Education, STEM, STEM Support Teacher, Professional Development (PD), K-12 STEM Education | |
| dc.description.note | February 2025 | |
| dc.identifier.uri | http://hdl.handle.net/1993/38665 | |
| dc.language.iso | eng | |
| dc.subject | Integrated STEM Education | |
| dc.subject | K-12 STEM Education | |
| dc.subject | Professional Development (PD) | |
| dc.subject | STEM Support Teacher | |
| dc.subject | STEM | |
| dc.title | Impact of STEM on students’ intellectual engagement | |
| local.subject.manitoba | yes |