Impact of Scaffolding Characteristics and Study Quality on Learner Outcomes in STEM Education: A Meta-Analysis

• In Event: Instructional Technology SIG: Promoting Higher-Order Learning Through Scaffolding and K-12 Technology Integration Projects

Abstract

This paper employs meta-analysis to determine the impact of scaffold characteristics (e.g., the scaffold goal and strategies) and study and assessment instrument quality on cognitive learner outcomes in science, technology, engineering, and mathematics education at the K-12, college, graduate, and adult levels. We are currently coding studies for necessary information for effect size calculation, contextual information, threats to internal and external validity, and assessment instrument validity and reliability. Preliminary results indicate (a) a larger meta-analysis is feasible, (b) scaffolding makes a positive impact on student learning (g = 0.59) and (c) enough heterogeneity across findings exists to warrant a full analysis. Implications include indications of effect magnitudes when scaffolds with particular characteristics are used with particular students in particular subjects.

Authors

• Brian R. Belland, Utah State University

• Andrew Walker, Utah State University

• Megan Whitney Olsen, Utah State University

• Heather Leary, University of Colorado - Boulder