June 24, 2017
June 24, 2017
June 28, 2017
Pre-College Engineering Education Division
Abstract: Relationships between self-efficacy and test scores in students have been studied extensively (Estrada et al. 2011). In general, the vast majority of self-efficacy studies have been focused on long-term interventions based on academic performance (Lane & Lane, 2001). The purpose of this study was to determine if there was a similar relationship between these two variables when observed in a short-term STEM summer intervention program among middle and high school students. The discovery of a relationship between these variables would lead to a reasonable necessity to conduct further research on the subject. With the introduction of new short-term intervention aimed at improving self-efficacy over increasing content knowledge, it is important to understand how these two variables are related. Many studies have shown that self-efficacy is an important variable in the performance of students from underrepresented backgrounds, including females, African American, Native American, and Hispanic students (MacPhee, Farro, and Canetto, 2013). Current data shows a significant positive change in content exam scores pre- and post-intervention experience. The data also suggest a positive relationship between students’ content knowledge gain during the immersion and their self-efficacy following the intervention experience. These findings suggest a necessity for further research into relationships between these variables in similar short-term intervention style programs. This paper will present findings from current data, lessons learned, and opportunities to refine the survey instruments for future programs to better determine if participation in the intervention is the causal motivator in this relationship. The presented work is intended to contribute to a greater understanding of which particular aspects of the intervention experience contributed to the change and hopefully lead to a blueprint for broadening participation in STEM through enhanced summer intervention programs.
McClary, T., & Sullivan, P. A., & Stochaj, S. J., & Vazquez, L. A., & Trujillo, K., & Kulpa, J., & Degardin, G. (2017, June), Relationships between Self-efficacy and STEM Knowledge Exam Scores in a Short-term Intervention Program: A Pilot Study Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28794
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