Making STEM education objectives sustainable through a tutoring program
| Autor: | Francisco-Javier Carrillo-Rosúa, Mirian Hervás-Torres, José-Luis Arco-Tirado, Juan-Francisco Ruiz-Hidalgo, Francisco-Domingo Fernández-Martín, Carmen Romero-López |
|---|---|
| Přispěvatelé: | Junta de Andalucía, Universidad de Granada |
| Rok vydání: | 2020 |
| Předmět: |
Technology
tutoring Science Tutoring Geography Planning and Development Control (management) education Service-learning Primary education TJ807-830 Management Monitoring Policy and Law Employability TD194-195 Renewable energy sources social sustainability school performance initial teacher training engineering and mathematics (STEM) education Service learning 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION GE1-350 science Initial teacher training Medical education Environmental effects of industries and plants Engineering and mathematics (STEM) education Renewable Energy Sustainability and the Environment 05 social sciences 050301 education Building and Construction School performance Environmental sciences Social sustainability service learning technology 0503 education 050203 business & management |
| Zdroj: | Digital.CSIC. Repositorio Institucional del CSIC instname Digibug. Repositorio Institucional de la Universidad de Granada Sustainability Volume 12 Issue 16 Sustainability, Vol 12, Iss 6653, p 6653 (2020) Digibug: Repositorio Institucional de la Universidad de Granada Universidad de Granada (UGR) |
| Popis: | The objective of this research was two-fold. First, to determine the impact of a Science, Technology, Engineering and Mathematics (STEM) Education program on school performance amongst primary education students. Second, to identify the potential benefits of this program on the key competences of university students in Primary Education Teacher Training. The primary education students’ sub-sample, after being matched on key covariates, was randomly assigned either to the experimental (N = 25) or control group (N = 25). The university students’ sub-sample consisted of 26 students self-selected from the Primary Education Teacher Training degree. The intervention consisted of 20 two-hour weekly sessions of highly structured after-school tutoring delivered by previously trained university students. Although statistical significance was not reached for the hypotheses tested, notably, the results showed between small and moderate e ect sizes (i.e., magnitude and direction of the program impact) for primary education students on core STEM subjects (e.g., mathematics d = 0.29, natural science d = 0.26), and for university students on some key employability competencies (e.g., action orientation d = 0.27 or team orientation d = 0.54). Rutgers University University of Granada Junta de Andalucía SEJ-535 HUM-613 |
| Databáze: | OpenAIRE |
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