Making STEM Education Objectives Sustainable through a Tutoring Program
Metadatos
Mostrar el registro completo del ítemAutor
Fernández Martín, Francisco Domingo; Arco Tirado, José Luis; Carrillo Rosúa, Francisco Javier; Hervás Torres, Mirian; Ruiz Hidalgo, Juan Francisco; Romero López, María del CarmenEditorial
Mdpi
Materia
Science Technology Engineering and mathematics (STEM) education Tutoring School performance Social sustainability Service learning Initial teacher training
Fecha
2020-08-17Referencia bibliográfica
Fernández-Martín, F. D., Arco-Tirado, J. L., Carrillo-Rosúa, F. J., Hervás-Torres, M., Ruiz-Hidalgo, J. F., & Romero-López, C. (2020). Making STEM Education Objectives Sustainable through a Tutoring Program. Sustainability, 12(16), 6653. [doi:10.3390/su12166653]
Patrocinador
Rutgers University; University of Granada; Junta de Andalucía SEJ-535 HUM-613Resumen
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).