A Stimulating Experience

Abstract

The purpose of this study was to examine the views of international Science Olympiad participants on the benefits of the competition and the factors that affected their career aspirations. We also investigated how students' choice of competition category varied with respect to gender. The sample included 273 International Sustainable World Energy, Engineering, and Environment Project (I-SWEEEP) participants from 39 countries. Mixed-methods were used to analyze the data. Descriptive statistics and t-statistics were provided to answer the first question. As a means of addressing the second question, a chisquare test was utilized to examine how participants' category selection differed by gender. Qualitative analysis was used to reveal the types of benefits students reaped from participation in the I-SWEEEP. Results indicated that students were most affected by their teachers, parents, and personal interests. Although the relationship between gender and competition category was not statistically significant, there nevertheless emerged a pattern showing that girls preferred environmental science projects (45.5%) to engineering projects (24.4%). Qualitative analyses revealed six themes as benefits that students gained from participation in the I-SWEEEP. The relationship among the fundamental themes was also examined and revealed important findings. The results have educational implications for helping students accomplish to be science, technology, engineering, and mathematics (STEM) professionals in the future.

Saudi science students’ experiences and perceived benefits of participation in the Innovation Olympiad

“…It is important therefore to use the theory of social interdependence to explain such behaviors. Some other studies have highlighted the potential such activities make to students' future willingness to major in science and seek occupations related to science (Rittmayer & Beier, 2008;Calkins & Welki, 2006;National Research Council, 2011;Ricks, 2006;Sahin, 2013;Richardson & Houston, 2006;Top, Sahin & Almus, 2015;Writ, 2011;Abernathy & Vineyard, 2001;Sahin, Gulacar & Stuessy, 2014). Therefore, extra attention has to be given to how such activities influence students' career and major choice.…”

“…Moreover, along with increasing students' willingness to pursue science related majors and careers, these competitions have many advantages for advancing students' learning and interest in science (Kulbago et al, (2015); Top, Sahin & Almus, 2015;NRC, 2009), that may get transformed into passion of science (Forrester, 2010;McGee-Brown, 2006;Oliver & Venville, 2011;Wirt, 2011). Such interest and passion of science that by these informal science opportunities is very important.…”

“…Such interest and passion of science that by these informal science opportunities is very important. It would help students to pursue Science, Technology, Engineering, and Mathematics (STEM) majors (Rittmayer & Beier, 2008;Calkins & Welki, 2006;National Research Council, 2011;Ricks, 2006;Sahin, 2013;Richardson & Houston, 2006;Top, Sahin & Almus, 2015) and science related career choice (Writ, 2011;Abernathy & Vineyard, 2001;Sahin, Gulacar & Stuessy, 2014).…”

“…In addition, science Olympiad has contributed not only to students' interest and passion of science but also to other aspects including enhancing students' skills in various ways. Many western studies have highlighted how these extra curricular activities influenced students' social and life skills (Kulbago et al, 2015;Top, Sahin & Almus, 2015;Forrester, 2010;Zeldin, Britner & Pajares, 2008). For example, Top, Sahin & Almus (2015) investigated the perceived benefits of participation in science Olympiad with a sample of 273 individuals.…”

“…Many western studies have highlighted how these extra curricular activities influenced students' social and life skills (Kulbago et al, 2015;Top, Sahin & Almus, 2015;Forrester, 2010;Zeldin, Britner & Pajares, 2008). For example, Top, Sahin & Almus (2015) investigated the perceived benefits of participation in science Olympiad with a sample of 273 individuals. They used a mixed method approach that included chi-square test in addition to qualitative analysis.…”