NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1108107
Record Type: Journal
Publication Date: 2016
Pages: 5
Abstractor: As Provided
ISSN: EISSN-1557-5284
Impact of Fab Lab Tulsa on Student Self-Efficacy toward STEM Education
Dubriwny, Nicholas; Pritchett, Nathan; Hardesty, Michelle; Hellman, Chan M.
Journal of STEM Education: Innovations and Research, v17 n2 p21-25 Apr-Jun 2016
Student self-confidence is important to any attempt to increase interest and achievement in Science, Technology, Engineering, and Math (STEM) education. This study presents a longitudinal examination of Fab Lab Tulsa's impact on attitude and self-efficacy toward STEM education among middle-school aged students. Paired samples t-test showed a statistically significant increase in self-efficacy among students attending four or more STEM sessions. Moreover, self-efficacy had a significant positive association with both the impact and skill level toward STEM as reported by participating students. Similarly, student attitudes toward STEM showed a significant positive association with both impact and skill level. Results of this study suggest a positive impact of Fab Lab Tulsa educational programs on STEM among students.
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma (Tulsa)
Grant or Contract Numbers: N/A