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- All Subjects: Elementary Education
- Creators: Camping, April
Description
This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The purpose of this study was to examine the relationship between writing motivation and performance for students in grades three to five, and whether scores differed based on students’ language status, gender, or grade level. Three student language groups were included: (1) emergent bilingual students currently receiving services for English language development (ELD); (2) reclassified bilingual students who had exited ELD programs; and (3) native English-speaking students. The district administered a performance measure and a motivational measure to participating students (N = 1126). Intrinsic and self-regulatory motivation scores were significantly higher for emergent bilingual students (intrinsic M = 2.07; self-regulatory M = 2.48) and reclassified bilingual students (M = 1.99; M = 2.71) than their native English-speaking peers (M = 1.67; M = 2.30). On extrinsic motivation for writing, reclassified bilingual students (M = 2.69) scored significantly higher than both emergent bilingual students (M = 2.49) and native English speaking student (M = 2.57). Fourth and fifth graders scored significantly higher than third graders on extrinsic (M = 2.68, 2.74, 2.31, respectively) and self-regulatory motivation (M = 2.53, 2.59, 2.21 respectively), while only fourth graders scored significantly higher than third graders on intrinsic motivation (M = 1.90, M = 1.76). The only significant difference by gender was found on extrinsic motivation, where girls (M = 2.67) scored higher than boys (M = 2.53). On the district writing test, native English speaking students (M = 5.15) scored significantly higher than both reclassified (M = 4.95) and emergent bilingual students (M = 3.94). Reclassified bilingual students scored significantly higher than emergent bilingual students. In terms of grade, gender, and performance, fifth graders (M = 5.58) scored significantly higher than fourth (M = 4.56) and third graders (M = 4.31), and girls (M = 5.07) scored significantly higher than boys (M¬ = 4.64). Finally, after accounting for significant variance in district writing scores according to language status, gender, and grade (R2 = .22), the motivational incentives for writing significantly predicted an additional 1% of the variance. Findings are discussed according to the Writer(s)-Within-Community model (Graham, 2018).
ContributorsCamping, April (Author) / Harris, Karen R. (Thesis advisor) / Graham, Steve (Thesis advisor) / Kaveh, Yalda (Committee member) / Marley, Scott (Committee member) / Arizona State University (Publisher)
Created2021