Modern Blanket Toss: Findings and Observations

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2014 FINDINGS Analysis and Results For each construct, we calculated a scale score for each respondent. The scale score is the average of the response to items included in the scale. - For “Content Knowledge,” respondents rated their own knowledge from 1 (low level of knowledge) to 10 (high level of knowledge) so the scale score also has a range of 1 to 10. - For the “Communication Skills” items, respondents chose “not comfortable at all” (equal to 1), “somewhat comfortable” (equal to 2), “moderately comfortable” (equal to 3), or “very comfortable” (equal to 4). The scale score is an average between 1 and 4. - All other items asked respondents to “strongly disagree” (equal to 1), “disagree” (equal to 2), “agree” (equal to 3), or “strongly agree” (equal to 4), so those scales also range from 1 to 4 with 4 as a more positive score. - We used an independent samples t-test to test whether the mean scale scores were significantly different (P < 0.05) between pre and post surveys. All constructs showed a significantly positive shift. Students learned content knowledge, leadership skills, communication skills and science practices. Their attitudes towards science and STEM careers improved. Results are shown in Table 2. Table 2 Paired t-test for Student Pre/Post Survey Constructs Scale Survey n Mean Content Knowledge Science Practice Leadership Skills Communication Skills Attitudes Towards Science Attitudes Towards STEM Careers Standard Deviation Pre 16 3.82 1.45 Mean Difference t df P-Value Post 16 7.27 1.46 3.45 7.55 15 0 Pre 16 2.68 0.45 Post 16 2.98 0.49 0.3 3.68 15 0.002 Pre 16 3.1 0.45 Post 16 3.33 0.45 0.23 2.7 15 0.016 Pre 16 2.77 0.72 Post 16 3.1 0.63 0.33 2.8 15 0.013 Pre 16 2.94 0.48 Post 16 3.27 0.47 0.33 2.95 15 0.01 Pre 16 3.34 0.4 Post 16 3.55 0.42 0.21 2.27 15 0.039 9
2014 FINDINGS 2014 Both surveys asked students about their previous experience with mapping and UAVs and if they were excited to learn about such things. Students were given the option to strongly agree or agree and more students strongly agreed in the post test. This is shown by the average score for each question. The more respondents chose “strongly agree,” the closer the average gets to 4. Results are shown in Table 3. Table 3 Experience and Excitement to Learn Skill Pre- Average Post- Average Change I am excited to learn about mapping software. 2.88 3.13 0.25 I am excited to learn about UAV’s. 3.63 3.69 0.06 I have used mapping software before. 1.94 2.44 0.5 I have used UAV’s before. 2.75 3.63 0.88 Table 4 Content Knowledge Items Skill Pre- Average Post- Average Change How to acquire data from databases 2.56 7.38 4.81 How to use a 3-D printer 1.25 5.69 4.44 How to acquire different types of data using UAV’s 3 7.19 4.19 Applications of UAV technology 4.31 8.4 4.09 How to use data collected to develop a map/ image that represents reality 2.75 6.56 3.81 How to ask questions using GIS software 2 5.75 3.75 How to fly a UAV 5.5 9.19 3.69 How to use GIS mapping software 1.81 5.06 3.25 The amount of money I can earn from science, technology, engineering or math career The safety rules and regulations that apply to flying a UAV 5.06 7.94 2.88 6.25 9.13 2.88 Principles of flight (e.g., lift, drag, gravity) 5.67 8.5 2.83 The range of science, technology, engineering and math careers that are available to me 5.06 7.87 2.8 How to build a UAV 2.88 5.56 2.69 The level of man and science I will need for various science, technology, engineering, and math careers 5.5 7.81 2.31 It is valuable to know the average responses for individual items within each construct. Students were asked to rate their knowledge on each topic on a scale of 1 (low knowledge) to 10 (high knowledge). Predictably, students reported learning more about how to safely and legally fly a UAV, than how to use a 3-D printer or ask questions using GIS software. See Table 4. 10
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Modern Blanket Toss: Findings and Observations

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