The effectiveness of an Integrated STEM Professional Development Model for elementary teachers was evaluated in terms of students’ perceptions of the classroom learning environment and student outcomes towards mathematics. The sample consisted of 664 grade 3 – 5 mathematics students from 41 mathematics classrooms. Students from a STEM focused elementary school (Morriss) provided 191 student responses with 473 student responses coming from 4 other elementary schools within the same school district. The students responded to a learning environment questionnaire based on three scales from the What Is Happening In this Class? (WIHIC) and the attitude scale from the Test Of Science Related Attitudes (TOSRA).
Factor structure, internal consistency reliability, discriminate validity, and the ability to distinguish between different classes were supported by data analysis of Morriss and Other student groups. An ANOVA was used which produced statistically significant differences in the Cooperation scale. Morriss students’ perceived higher levels of cooperation in their classrooms relative to Other students from schools within the same school district. Student outcomes (Achievement and Attitudes) showed a significant difference suggesting that the Morriss students may be performing better on Achievement assessments based on teacher preparation. However, data also suggest Similar groups of students enjoy their mathematics class at a significantly higher level than Morriss students.
Table of Contents
1. Introduction and Background
1.1 Introduction to Chapter 1
1.2 Background Information
1.2.1 STEM Education
1.2.2 Description of Morriss Elementary
1.2.3 STEM Professional Development Model
1.2.4 State of Texas Assessment of Academic Readiness (STARR)
1.3 Significance of This Study
1.4 Purpose of This Study
1.5 Research Questions
1.7 Overview of the Chapters of This Study
2. Literature Review
2.1 Introduction to Chapter 2
2.2 Historical Background of Educational Environments Research
2.3 Learning Environment Instruments
2.3.1 Varieties of Learning Environment Questionnaires
2.3.2 What Is Happening In This Class? (WIHIC)
2.3.3 Test Of Science Related Attitudes (TOSRA)
2.4 Research Involving Classroom Environment Research
2.4.1 Associations Between Student Outcomes and Classroom Environment
2.4.2 Evaluations of Educational Innovations
2.8 Summary of Literature Review
3. Research Methodology
3.1 Introduction to Chapter 3
3.2 Methods of Data Analysis for Research Questions
3.2.1 Data Analysis of Research Question #1
3.2.2 Data Analysis of Research Question #2
3.2.3 Data Analysis of Research Question #3
3.3 Learning Environment Instrument
3.3.1 Selection and Modification of Learning Environment Scales
3.3.2 Development of the Modified Attitude Scale
3.3.3 Final Development of the Learning Environment Instrument
3.4 Sample
3.5 Data Collection Procedures
3.8 Summary of Chapter 3
4. Analyses and Results
4.1 Introduction to Chapter 4
4.2 Validity and Reliability of Learning Environment Scales Based the WIHIC and an Attitude Scale Based on the TOSRA
4.2.1 Factor Analysis of the Learning Environment Scales based on the WIHIC (Investigation, Cooperation and Involvement) and an Attitude Scale (Enjoyment) from the TOSRA
4.2.2 Internal Consistency Reliability of Learning Environment Scales Based on the WIHIC (Investigation, Cooperation, and Involvement) and TOSRA attitude scale (Enjoyment)
4.2.3 Ability of the Learning Environment Scales Based on the WIHIC to Differentiate Between Classrooms
4.3 Effectiveness of Integrated STEM Professional Development for Mathematics Teachers
4.3.1 Comparison of Perceived Learning Environment for Students of STEM (Morriss) Professional Development Model and Students of Traditional Professional Development Model
4.3.2 Student Achievement for Students of STEM Professional Development Model and Students of Traditional Professional Development Model
4.3.3 Student Attitude for Students of STEM Professional Development Model and Students of Traditional Professional Development Model
4.6 Summary of Analyses and Results
5. Conclusions and Recommendations
5.1 Introduction to Chapter 5
5.2 Summary of Chapters
5.3 Findings
5.3.1 Findings for the Validity and Reliability of the Learning Environment Scales Based on the WIHIC and an Attitude Scale Based on the TOSRA
5.3.2 Findings of the Effectiveness of teacher training through an integrated STEM model in terms of (a) the learning environment as perceived by students, (b) student achievement, and (c) student attitudes
5.3.3 Findings for Associations for Student Outcomes (Achievement and Attitudes) and the Learning Environment
5.4 Contributions to the Field of Learning Environments
5.5 Limitations of This Study
5.6 Future Direction
Research Objectives and Focus
This study aims to evaluate the effectiveness of an Integrated STEM Professional Development Model for elementary school teachers. By assessing students' perceptions of their classroom learning environment and measuring their mathematics achievement and attitudes, the research investigates whether this specific model leads to improved outcomes compared to traditional professional development approaches.
- Impact of STEM professional development on classroom learning environment.
- Evaluation of student achievement in mathematics following teacher training.
- Assessment of student attitudes toward mathematics using the TOSRA scale.
- Validation of the WIHIC questionnaire for use with elementary students.
- Investigation of associations between learning environment dimensions and student outcomes.
Excerpt from the Book
1.2.1 STEM Education
Science, technology, engineering, and mathematics (STEM) education is defined in many ways. Some look at the acronym, STEM, and immediately focus on the four separate disciplines. For the purposes of this study, the focus is integrated STEM education, which refers to a new name for the traditional approach to teaching science and mathematics. Integrated STEM education is not just the grafting of ‘technology’ and ‘engineering’ layers onto standard science and mathematics curricula. Instead, integrated STEM education is an approach to teaching that is larger than its academic parts. As Janice Morrison (2008) of the Teaching Institute for Essential Science puts it, integrated STEM education is a ‘meta-discipline’ (NHSA, 2009).
The following statement from the National High School Alliance on STEM education describes the ‘meta-discipline’ as one that “removes the traditional barriers erected between the four disciplines by integrating the four subjects into one cohesive means of teaching and learning. The engineering component puts emphasis on the process and design of solutions instead of the solutions themselves. This approach allows students to explore mathematics and science in a more personalized context, while helping them to develop the critical thinking skills that can be applied to all facets of their work and academic lives. Engineering is the method that students utilize for discovery, exploration, and problem-solving” (NHSA, 2009).
The Morriss professional development model was built upon the philosophy of an Integrated STEM approach as well as STEM being a ‘meta-discipline’. The goal of this study is to evaluate whether the STEM professional development is effective in producing a positive classroom environment and student outcomes.
Chapter Summaries
Chapter 1 INTRODUCTION AND BACKGROUND: This chapter outlines the purpose of the study, provides context regarding STEM education and the Morriss professional development model, and lists the research questions.
Chapter 2 LITERATURE REVIEW: This section reviews historical developments in learning environment research and the various instruments used to measure these environments, focusing on the WIHIC and TOSRA questionnaires.
Chapter 3 RESEARCH METHODOLOGY: This chapter details the research design, the modification of survey instruments, the sample size, and the statistical methods used to analyze the collected data.
Chapter 4 ANALYSES AND RESULTS: This chapter presents the statistical results, including factor analysis and reliability data for the questionnaires, and compares achievement and attitude outcomes between groups.
Chapter 5 CONCLUSIONS AND RECOMMENDATIONS: The final chapter summarizes the research findings, discusses the limitations of the study, and provides future directions for STEM educational research.
Keywords
STEM Education, Professional Development, Classroom Learning Environment, Student Outcomes, Mathematics Achievement, Student Attitudes, WIHIC, TOSRA, Educational Innovation, Teacher Training, Constructivism, Hands-on Learning, Meta-discipline, Statistical Analysis, Elementary School
Frequently Asked Questions
What is the primary focus of this research study?
The study evaluates the effectiveness of an Integrated STEM Professional Development Model by assessing its impact on elementary mathematics classroom environments and student achievement.
What are the core thematic areas of the research?
The core areas include classroom learning environment research, the impact of professional development on teacher behavior, and the relationship between teaching methods and student success in STEM subjects.
What is the main goal or research question?
The primary goals are to validate a modified WIHIC instrument for elementary students and to determine if the integrated STEM model effectively improves student perceptions, achievement, and attitudes compared to traditional models.
Which scientific methods are employed?
The research uses quantitative methods, including principal component factor analysis, internal consistency reliability testing, ANOVA, and Multiple Regression analysis to determine associations between variables.
What is covered in the main body of the work?
The work provides a thorough literature review, a detailed description of the methodology, the validation process of the survey tools, and an extensive reporting of statistical analysis results comparing STEM-trained teachers' classes to other classrooms.
How can this research be characterized using keywords?
The work is characterized by terms such as STEM Education, Classroom Learning Environment, Student Outcomes, Professional Development, and Mathematics Achievement.
What specific role does the Morriss Elementary School play in the study?
Morriss Elementary serves as the primary treatment site where teachers underwent the Integrated STEM Professional Development Model, allowing the researcher to compare these outcomes against traditional elementary schools.
How were the survey instruments modified for elementary students?
The survey response scales were simplified (e.g., from five-point to three-point scales) and items were reworded for better readability to accommodate younger students' cognitive levels.
What was a key finding regarding student enjoyment?
Interestingly, the data suggested that students in non-STEM (traditional) schools reported a higher level of enjoyment in their mathematics classes compared to students in the STEM-focused Morriss school, which may be attributed to differences in curriculum rigor.
What are the limitations identified in the study?
Key limitations include variations in teacher experience levels, differing student demographics across schools, and issues related to student mobility and assessment data availability.
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- Ronnie Thompson (Autor:in), 2013, Evaluation of an Integrated STEM Professional Development Model into an Elementary School, München, GRIN Verlag, https://www.grin.com/document/233306
