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Developing a Questionnaire and Evaluation Methods for a High School Rocket Program

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Tagged Division

Pre-College Engineering Education Division

Tagged Topic

Diversity

Page Count

19

DOI

10.18260/p.26730

Permanent URL

https://strategy.asee.org/26730

Download Count

641

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Paper Authors

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Ibrahim Halil Yeter Texas Tech University Orcid 16x16 orcid.org/0000-0002-0175-2306

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Ibrahim H. Yeter is currently a PhD candidate in the Curriculum and Instruction program at the College of Education, and at the same time, he is pursuing his Master's degree in Petroleum Engineering at Texas Tech University. He is highly interested in conducting research within the Engineering Education framework. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his in-depth research on Engineering Education.

He is one of two scholarships awarded by NARST (National Association for Research in Science Teaching) to attend the ESERA (European Science Education Research Association) summer research conference in České Budějovice, Czech Republic in August 2016. In addition, he has been named as one of 14 Jhumki Basu Scholars by the NARST’s Equity and Ethics Committee in 2014. He is the first and only individual from his native country and Texas Tech University to have received this prestigious award. Furthermore, he was a recipient of the Texas Tech University President’s Excellence in Diversity & Equity award in 2014 and was the only graduate student to have received the award, which was granted based on outstanding activities and projects that contribute to a better understanding of equity and diversity issues within Engineering Education.

Additional projects involvement include: Engineering is Elementary (EiE) Project; Computational Thinking/Pedagogy Project; Rocket Project of SystemsGo; World MOON Project; East Lubbock Promise Neighborhood (ELPN) Project; and Robotics. Since 2013 he has served as the president of the Nu Sigma chapter of Kappa Delta Pi: International Honor Society in Education and was the founding president of ASEE Student Chapter at Texas Tech University. He can be reached at ibrahim.yeter@ttu.edu.

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Hansel Burley Texas Tech University

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Dr. Burley is a professor of educational psychology. His research focus includes college access, diversity, and resilience in youth. Recently he has served as the evaluator for multiple STEM projects.

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Terrance Denard Youngblood Texas Tech University

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Terrance D. Youngblood is a doctoral student in Educational Psychology at Texas Tech University, specializing in the effective evaluation and assessment of educational outreach programs and workforce development.

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Casey Michael Williams Texas Tech University

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I am currently a second year PhD student in educational psychology. I spent 2 years teaching environmental science, chemistry and biology to high school students in Kansas City through Teach For America. My interests lie with designing educational initiatives that highlight the importance of STEM education for the future of learning and motivation.

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Abstract

Recently, there has been a push to increase students' interest and attitudes in science, technology, engineering and mathematics (STEM) fields in the United States, particularly in engineering. The importance of STEM has been emphasized by numerous researchers (e.g., Cantrell, Pekcan, Itani, & Velasquez-Bryant, 2006; Hunter, 2006; Mayo, 2007; Sánchez & Olivares, 2011) along with several organizations (e.g., Accreditation Board for Engineering and Technology [ABET], National Academy Press [NAE], Next Generation Science Standards [NGSS]). According to ABET Criteria, “the engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a process in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs." Likewise, a rocket project in the southern United States embraces adolescent students’ needs to have a project-based learning experiences designed to provide an opportunity to improve multidisciplinary domains (e.g. physics, mathematics, atmospheric science) teamwork, communication, project management, and problem solving skills, as well as, focusing on immersion in a STEM environment that will enhance life-long active learning. The purpose of this study is to refine and improve the STEM Interest Questionnaire (STEM IQ) instrument. This instrument was used a part of an evaluation of the Rocket Project. Four hundred and ninety two (n=492) participants answered this questionnaire about their experiences following the program’s annual major culminating event which the launching of rockets in May 2014. These students were positive about the experience. However, a preliminary analysis of the factor structure of the instrument indicates that the questionnaire items may not match the theoretical model that served as the frame for the instrument. Additionally, participants were extremely positive about the program, so the data are highly skewed. The main focus of this study in progress is to test and improve the psychometric properties and theoretical structure of the STEM IQ instrument by following a rigorous procedure for exploring the characteristics and attitudes of program participants via both EFA and confirmatory factor analysis (CFA). As a result of an EFA, the researcher retained four factors with eigenvalues greater than one based on Kaiser’s suggestion (1960). Out of 58 items, 22 items fall off, and 26 items remained and had a significant factor loadings onto one of the four factors with a factor loading greater than .40 as a cutoff factor loading (Steven, 2002) that designating each item’s distinctive influence to one of the factors. The first factor with items was labeled as Career (CR), second Learning Transfer (LT), third Teamwork (TW), and fourth Active Learning (AL) with 10, 7, 7, and 2 items, respectively. As extraction method, Principal Axis Factoring was used. In terms of Rotation method, Promax with Kaiser Normalization technique was used. The rotation converged in 6 iterations.

Yeter, I. H., & Burley, H., & Youngblood, T. D., & Williams, C. M. (2016, June), Developing a Questionnaire and Evaluation Methods for a High School Rocket Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26730

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015