The effects of an afterschool STEM program on students’ motivation and engagement

Abstract

Background: One significant factor in facilitating students' career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth grade. To reach students at this critical stage, a design-based afterschool STEM program, titled Studio STEM, was implemented to foster motivation and engagement in STEM topics and activities. The purpose of this study is twofold: (a) to investigate how Studio STEM affected students' beliefs about science and whether these beliefs differed from their peers who did not participate in the program, and (b) to examine a case study of one Studio STEM implementation to investigate elements of the curriculum that motivated students to engage in the program. Results: After completing two Studio STEM programs, participants' ratings of their values for science and science competence were higher than those of non-participants. In addition, the Studio STEM participants' motivational beliefs about science and intentions to pursue a college degree were more resilient over time than their peers. We also found that students could be motivated in a voluntary afterschool program (Studio STEM) in which they grappled with STEM concepts and activities, and could verbalize specific program elements that motivated them. Conclusions: Through this study, we found that students could be motivated in Studio STEM and that the experience had a positive impact on their perceptions about science as a field. Importantly, Studio STEM appeared to halt the decline in these students' motivational beliefs about science that typically occurs during the middle school years, indicating that afterschool programs can be one way to help students maintain their motivation in science. Studying the program features that the students found motivating may help educators to make connections between research and theory, and their classroom instruction to motivate their students.

From quality to outcomes: a national study of afterschool STEM programming

“…For instance, in an extensive literature review of peer-reviewed articles describing interest, motivation, and attitudes toward science and technology, found that only 14 out of a total of 189 survey-based studies published between 2000 and 2012 specifically examined OST STEM opportunities (including summer camps, competitions, science fairs, and field trips). However, a growing body of literature indicates that participation in STEM-focused afterschool programs increases self-reported STEM interest, engagement, motivation, persistence, and identity (Chittum, Jones, Akalin, & Schram, 2017;Dabney et al, 2012;Young, Ortiz, & Young, 2017).…”

“…Importantly, STEM interest is malleable and can be positively changed by afterschool programs. For instance, Chittum et al (2017) found that fifth to seventh graders participating in a design-based STEM program (90 min per week for six to 12 weeks) that uses an inquiry-based approach reported significantly higher levels of science interest and competence than peers who did not participate.…”

Effects of STEM Education Seminars on Teachers in the Schools of North Cyprus

“…Wang (2012) stated that the purpose of the STEM integration courses was to improve problemsolving skills. However, when the literature is examined, it is seen that STEM seminars also have positive effects on the attitude, interest, academic success, scientific process skills and motivation of the individuals (Chittum, Jones, Akalin & Schram, 2017;Olivarez, 2012;Park & Yoo, 2013).These results show that STEM seminars have a positive effect also on different variables.…”

Students’ Perception of Learning Stem-Related Subjects Through Scientist-Teacher-Student Partnership (Stsp)

“…Many students have concluded that the STEM subjects are too challenging, yet boring and uninteresting, which limits their participation in STEM subjects and activities (Roberts et al, 2018). Chittum, Jones, Akalin, and Schram (2017) have identified interest and motivation as important components in inspiring students to pursue their study in STEM because it contributes to students' learning and success in retaining STEM content. Based on the findings of this study, the students expressed that the partnership changed their perception about science.…”