Meta-analysis of chemistry-based interdisciplinary informal research experience program for high school students

IF 1.5 4区社会学 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY

Evaluation and Program Planning Pub Date : 2024-11-06 DOI:10.1016/j.evalprogplan.2024.102517

Noora J. Al-thani , Nitha Siby , Azza Saad , Jolly Bhadra , Noora Qahtani , Abdellatif Sellami , Zubair Ahmad

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Abstract

Research-based learning models, particularly interdisciplinary programs, are crucial in promoting STEM skills and fostering positive attitudes among students. This study presents a meta-analysis evaluating the impact of a chemistry-based interdisciplinary research experience program on high school students in Qatar. Over ten cohorts from 2010 to 2020, 230 students participated in multidisciplinary, hands-on research experiences. The study used pre-post questionnaires and t-test analyses, with further meta-analysis conducted using Comprehensive Meta-Analysis (CMA) software to evaluate the program’s effectiveness in shaping STEM attitudes. Significant findings emerged, with a notable large effect size (Cohen’s d = 0.885), underscoring the program’s efficacy in bolstering positive STEM attitudes among students. The study observed that research complexity and gender do influence the outcome of the program, aligning with the tenets of Social Cognitive Theory, which posits that both individual and contextual elements are influential in attitude formation and learning processes. Conclusively, the research substantiates that interdisciplinary, experiential learning significantly heightens student interest in STEM fields. It also points to the potential benefits of further explorations into the nuances of gender disparities and the complexity of research in enhancing the scope and impact of such educational programs.

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以化学为基础的高中生跨学科非正式研究体验计划的元分析。

以研究为基础的学习模式，尤其是跨学科项目，对于提高学生的 STEM 技能和培养他们的积极态度至关重要。本研究通过荟萃分析，评估了基于化学的跨学科研究体验项目对卡塔尔高中生的影响。在 2010 年至 2020 年的十批学生中，有 230 名学生参加了多学科实践研究体验活动。研究采用了前后问卷调查和 t 检验分析，并使用综合元分析（CMA）软件进行了进一步的元分析，以评估该计划在塑造 STEM 态度方面的有效性。研究发现，该计划在增强学生对科学、技术和工程学的积极态度方面具有显著的效果（Cohen's d = 0.885）。研究发现，研究的复杂性和性别确实会影响计划的结果，这与社会认知理论的信条一致，即个人和环境因素都会影响态度的形成和学习过程。总之，研究证实，跨学科的体验式学习大大提高了学生对 STEM 领域的兴趣。研究还指出，进一步探索性别差异的细微差别和研究的复杂性，对扩大此类教育计划的范围和影响具有潜在的益处。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Evaluation and Program Planning SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

3.10

自引率

6.20%

发文量

112

期刊介绍： Evaluation and Program Planning is based on the principle that the techniques and methods of evaluation and planning transcend the boundaries of specific fields and that relevant contributions to these areas come from people representing many different positions, intellectual traditions, and interests. In order to further the development of evaluation and planning, we publish articles from the private and public sectors in a wide range of areas: organizational development and behavior, training, planning, human resource development, health and mental, social services, mental retardation, corrections, substance abuse, and education.