Modern Blanket Toss: Findings and Observations

More documents

Recommendations

Info

2016 FINDINGS Figure 5. Leadership and communication scale scores for individual students over time. Leadership and communication scale scores remained relatively flat for students over time (Figure 5). Leadership and communication skills scale scores increased during the summer program and decreased during the school year program (Figure 6). 5) Student interest in STEM The attitude towards science scale score shifted positively, but only significantly for those that participated in the summer course. There was not a significant shift in the attitude toward STEM careers scale. The results are shown in Table 22. Table 22 Comparison of student interest in STEM scale scores from first survey to last survey. Scale n Pre-All Post-All n Pre-Summer Post-Summer Attitudes Toward Science Attitudes Toward STEM Careers 57 2.93 2.99 28 2.91 3.14 57 3.19 3.17 28 3.34 3.35 Note: Bold indicates a statistically significant (P < 0.05) shift. Note: The difference between the scale scores of first and last responses for individuals were compared by school location; no construct showed significant difference by location Overall the attitude toward science scale score shifted positively. Students reported the greatest changes in two items: 1) “my scientific investigations are better when I begin by asking a question,” and 2) “using a map to study scientific data help me to learn.” Table 23 details these results. Figure 6. Average leadership and communication skills scale scores by survey date. July dates represent summer post-surveys; April dates represent school year post-surveys; May and September dates represent pre-surveys. While overall students’ scale scores for attitude toward STEM careers did not increase, several individual items did increase, including 1) a career in STEM would be financially rewarding. In addition, students were less likely to agree that a career in STEM would be dull and boring and that a degree in STEM does not interest them. These are both positive outcomes. We may not have seen a large shift in the student interest in STEM scale scores because many of the students were already interested in STEM before they began participating in the Modern Blanket Toss program. Many students in the 53
2016 FINDINGS final year of the program reported that they were already interested in STEM and continue to be. Table 23 Average survey responses to attitude toward science items from first to last survey. Attitude Toward Science My scientific investigations are better when I begin by asking a question. Using a map to study scientific data helps me to learn. Looking at scientific data in different ways helps me learn. First Survey Last Survey Note: Average is the average of Likert scales responses from 1 to 4. Change 2.8 2.93 0.13 2.75 2.88 0.13 3.14 3.2 0.06 Science is an interesting subject to study. 3.2 3.17 -0.03 I mean I'm already pretty interested in science. Maybe I wasn’t really interested in technology and I’ve learned a lot about technology actually, like not just the drones, but the programming and the software we use, like map things out. It's kind of a little bit tedious, but it’s – yeah, it’s interesting to know, like how that kind of stuff works. [2016:1:12] It's important, because you learn a lot of stuff. You get to like – how do you say it? You get to be a part of like a group that like wants to learn and like do stuff, and be able to like know what they want to be when like later on in the year, and it's really helpful [2016:9:7] There was one exception; this student cites shifting from not self-identifying as interested in STEM to “opening my mind more to it” because of the opportunities afforded by involvement in Modern Blanket Toss: Table 24 Average survey responses to attitude toward STEM careers items from first to last survey. Attitudes toward STEM careers A career in science, technology, engineering, or math would be financially rewarding. A career in science, technology, engineering, or math would be dull and boring. Pursuing a degree in a science, technology, engineering, or math field does not interest me. Note: Average is the average of Likert scales responses from 1 to 4. I never really thought of myself as a kind of techy person, and now I have the opportunity to – I don't know, open my mind more to it, and I am. [2016:7:4] Attitude toward science and STEM careers scale scores increased more during the summer program than during the school year (Figure 7). First Survey Last Survey Change 3.13 3.32 0.19 3.19 3.12 -0.07 2.96 2.89 -0.07 Scientists/engineers are really cool people. 3.25 3.19 -0.06 Scientists/engineers are boring people 3.34 3.316 -0.02 I am interested in the way that science, technology, engineering, or math can be used to help people. 3.38 3.24 -0.14 Figure 7. Average attitude toward science and toward STEM careers scale scores by survey date. July dates represent summer post-surveys; April dates represent school year post-surveys; May and September dates represent pre-surveys 54
Page 1 and 2:
BOOK THREE MODERN BLANKET TOSS FIND
Page 3 and 4: FINDINGS AND ANALYSIS The evaluatio
Page 5 and 6: CHAPTER 1 Findings Welcome to the f
Page 7 and 8: 2014 FINDINGS EXECUTIVE SUMMARY The
Page 9 and 10: 2014 FINDINGS Sample Eighteen stude
Page 11 and 12: 2014 FINDINGS 2014 Both surveys ask
Page 13 and 14: 2014 FINDINGS Survey respondents ra
Page 15 and 16: 2014 FINDINGS Items can be grouped
Page 17 and 18: 2014 FINDINGS The UAV aircraft kind
Page 19: 2014 FINDINGS I think it should be
Page 22 and 23: 2015 FINDINGS PRE/POST STUDENT SURV
Page 24 and 25: 2015 FINDINGS There was a significa
Page 26 and 27: 2015 FINDINGS Table 14 Content Know
Page 28 and 29: 2015 FINDINGS Items can be grouped
Page 30 and 31: 2015 FINDINGS I liked learning abou
Page 32 and 33: 2015 FINDINGS Nothing it's getting
Page 34 and 35: 2015 FINDINGS Week 12 Concept Count
Page 36 and 37: 2016 FINDINGS The mission of Modern
Page 38 and 39: 2016 FINDINGS INTRODUCTION The Univ
Page 40 and 41: 2016 FINDINGS Analysis: For each co
Page 42 and 43: 2016 FINDINGS and who participated
Page 44 and 45: 2016 FINDINGS LIMITATIONS OF THE EV
Page 46 and 47: 2016 FINDINGS primarily Yup’ik mi
Page 48 and 49: 2016 FINDINGS There was a range of
Page 50 and 51: 2016 FINDINGS Table 17. Average sur
Page 52 and 53: 2016 FINDINGS Students also clearly
Page 56 and 57: 2016 FINDINGS 6) Student academic d
Page 58: 2016 FINDINGS Courses offered by Hi
Page 61 and 62: 2016 FINDINGS The Modern Blanket To
Page 63 and 64: CHAPTER 2 Observations This chapter
Page 65 and 66: CHALLENGES AND LESSONS LEARNED Teac
Page 67 and 68: SECTION 2 Analysis of Modern Blanke
Page 69: ANALYSIS OF MODERN BLANKET TOSS Wha
show all

Modern Blanket Toss: Findings and Observations

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?