ERIC Number: EJ1108107
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 20
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.
Descriptors: Self Efficacy, STEM Education, Correlation, Scientific Attitudes, Pretests Posttests, Pilot Projects, Technology Uses in Education, Middle School Students, Likert Scales, Statistical Analysis
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Oklahoma (Tulsa)