The Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students’ Scientific and Socio-Emotional Development

Abstract

High-ability students living in regional, remote, or rural areas of Australia face numerous barriers in accessing quality science, technology, engineering, and mathematics (STEM) education to meet their learning needs. However, there is limited research in how to overcome these barriers and support the development of rural high-ability students within the STEM domain. This small-scale study explores a group of high-ability rural secondary school learners and the impact of their engagement in an authentic research mentor program (ARMP). Using a mixed-method convergent parallel design, qualitative and quantitative data were collected over 3 years from 32 high-ability students in Year 10 of a rural Australian school. Rural high-ability students identified the value of the program in terms of equipping them with transferable science knowledge and skills, as well as social communication and problem-solving skills. Quantitative data analysis supported these qualitative findings. High-ability student participation in the ARMP, as measured by an independent science assessment, significantly enhanced the high-ability students’ science knowledge, understanding, and skills, as well as their problem-solving skills, and communication skills, as compared with a control group. Effect sizes for these measures were large ranging from 0.81 to 1.57. This ARMP addresses the inequities faced by rural high-ability students, providing them with exposure to authentic STEM education and research under the guidance of an academic mentor. Importantly, this research highlights the positive impact of ARMP’s on the development of rural high-ability students’ social and emotional skills; key skills needed for the development of talent in STEM.