Student Engagement in an Online STEM After-School Program During COVID

• In Event: Equitable Science Teaching and Learning

Abstract

The purpose of this study was to investigate how fourth and fifth grade students engaged in an online STEM program. We drew on a four-dimensional model of student engagement to describe how students engaged in the afterschool STEM program and to outline the factors that enhanced or inhibited engagement. Using a case study design, we draw on interviews with program staff and students as well as observation data. We found examples of all four dimensions of engagement, but also of disengagement. Finally, we identified several factors that influenced students’ level of engagement: Strategies the mentors adopted, the learning environment, and the nature of the activities.

Authors

• Virginia W. Snodgrass Rangel, University of Houston

• Chelsea Martinez, University of Houston

• Jerrod Henderson, University of Houston

• Ricky Greer, University of Houston