Comparing students' mathematics achievement by their school types: Inclusive STEM schools that implemented PLTW curriculum with inclusive STEM schools that did not implement PLTW

Abstract

Inclusive STEM high schools (ISHSs) are increasingly emerging in the research literature and have yielded promising effects on students' science and mathematics achievement [1; 2; 3]. ISHSs emphasized STEM preparation for underrepresented subpopulations and offered open enrollment.In the present study, we selected 17 ISHSs in Texas and divided those schools into two groups. Of these schools, seven (n=1,682) implemented Project Lead the Way (PLTW) curriculum and 10 (n=3,070) did not implement the PLTW curriculum. PLTW was an engineering curriculum and professional development program intended to increase K-12 students' interest in the fields of science and engineering [4]. Results from the present study showed that students who attended ISHSs increased their mathematics score regardless of the curriculum used. Results also showed that the mathematics achievement of students over time did not differ (p>.05) between STEM schools that implemented PLTW and those that did not. In fact, given the effect sizes, it is arguable that schools in which PLTW was not implemented had greater gains in mathematics.

Views of Science and Mathematics Pre-service Teachers Regarding STEM

“…They planned to apply the STEM as a course-external activity and free-time activity whilst they will apply a project based learning activity during the course. Similar STEM practices can be seen in the literature conducted on project based learning, problem based learning or inquiry based learning as well as course-external or free-time activities [3,6,7,19,21].In addition, the pre-service teachers were not able to associate these with the teaching programs though the model designs during the workshop. This might be resulted from their idea how they should include STEM was not clear.…”

“…Yamak et al [30] (2014) stated that students who had STEM education had positive attitudes towards science. Besides, Bicer et al [3] (2015) STEM practices give students opportunity of working collaboratively, meaningful learning through hands on activities, and developing students' conceptual and procedural understanding. Moreover, Sahin et al [26] (2014) emphasized that STEM developed and practiced students' communication and collaboration skills and creativity for lifelong learning.…”