STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Abstract

This study is a meta-analysis of the effects of out-of-school time (after school, summer camps, enrichment programs, etc.) on the student interest in STEM. This study was guided by the following research questions: (1) How effective is OST as a means to foster student interest in STEM? (2) How does the effectiveness of OST differ by program and study characteristics? A total of 19 independents effect sizes were extracted from 15 studies investigating the effect of out-of-school time (OST) on STEM interest. Included studies were representative of K-12 settings in the United States from 2009-2015. Specifically studies were included if they directly assessed the effects of OST on STEM interest, and provided sufficient data to calculate an effect size. The status of publication was not a constraint on this investigation, thus grey literature was included along with journal articles to provide a more representative sample of studies. The results suggest that out-of-school time has a positive effect on student interest in STEM. Furthermore, the variation in these effects is moderated by program focus, grade level, and the quality of the research design. The effects of out-of-school time on STEM interest are synthesized, and implications for teaching and practice are provided.

Fostering Curiosity, Inquiry, and Scientific Thinking in Elementary School Students: Impact of the NE STEM 4U Intervention

“…Students who participate in expanded learning opportunities are also 20% less likely to drop out of school and 30% less likely to participate in criminal activities than peers who did not participate (Moeller & Reitzes, 2011;Vandell, Reisner, & Pierce, 2007). While studies among middle and high school students often demonstrate significant positive effects of out-of-school time (OST) STEM programs on youth interest in STEM, data about how similar programs impact elementary students' interest in STEM are lacking (Young, Ortiz, & Young, 2017). Existing after-school programs that provide such opportunities to youth can utilize various pedagogical methods, such as inquiry-based learning (IBL), project-based learning, and peer-led team learning (Alexander, 2000).…”

K12 Teacher Credentialing Containing Engineering Content in the USA

“…The number of American students earning bachelor's degrees increased by 16% over the past 10 years, however, the number of bachelor's degrees earned in engineering decreased by 15% (O'Riley, 2013). Nationally, less than 50% of the students who enrolled in engineering curriculum complete the program (Young, Ortiz & Young, 2017). American Universities typically lose 50% or more of engineering freshmen and sophomore during the first two years of their engineering program.…”

A middle school engineering outreach program for girls yields STEM undergraduates

“…Moreover, low confidence and selfefficacy in STEM subjects form as early as grade six (Heaverlo et al, 2013). Early intervention to mitigate negative influences can ultimately have an effect on a women's choice to enter STEM (Young, Ortiz, & Young 2017;Bieri Buschor, Berweber, Keck Frei, & Kappler, 2014;Hughes, 2015;Wang & Degol, 2013;Heaverlo et al, 2013).…”

“…Most middle school programming aims to build interest in STEM, which can become a factor in decisions about college major and career path (Hall, Dickerson, Batts, Kauffmann & Bosse, 2011;Tsui, 2009). From a meta-analysis of 15 studies of out-of-school time STEM programs at the elementary, middle school, and high school levels, Young, Ortiz, and Young (2017) concluded that out-of-school time has a positive effect on student interest in STEM at the middle school and high school level, regardless of student gender. Additionally, middle school intervention programs can have a positive effect on STEM identity, help mitigate negative peer pressure, and neutralize adverse influences such as stereotype threat (Hughes, 2015;Wang & Degol, 2013).…”

“…For example, Leaper (2014) assessed the influence of a women's peer group on underrepresentation in STEM and found that peer support is positively associated with achievement, which in turn is associated with interest. Young, Ortiz, and Young (2017) found that successful intervention programs had both an academic and a social component incorporated. In addition, numerous studies have demonstrated the benefits of positive role models (Hughes, 2015;Bieri Buschor et al, 2014;Demetry & Sontgerath, 2013;Fadigan & Hammerich, 2004).…”