STEM Out: A Meta-Analysis of Informal Science Education and the Effect on Students' Interests in and Attitudes Toward STEM

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: STEM Education: Informal Learning Contexts, Parental Perceptions, and Student Outcomes (Table 15)

Abstract

This meta-analysis examines the effects of informal education (after school, summer camps, enrichment programs, etc.) on students' interests and attitudes toward STEM. This study was guided by the following research questions: (1) How effective is informal education in increasing students' interests and attitudes toward STEM? (2) How does the effectiveness of informal education differ by type of informal program (museum, after-school, out-of-school), duration of the program, age of students, and gender? Studies included were representative of K-12 settings in the United States from 2000-2022. Specifically, studies were included if they directly assessed the effects of informal education on STEM interest and student attitude, and provided sufficient data to calculate an effect size. Results indicate a positive effect of informal science education programs in developing students' attitudes and interest in STEM. The effects of informal education programs will be synthesized, and implications for teaching and practice will be provided.

Authors

• Xin Xia, University of Virginia
  Presenting Author

• Lily Bentley, University of Virginia
  Non-Presenting Author

• Xitao Fan, The Chinese University of Hong Kong
  Non-Presenting Author

• Robert H. Tai, University of Virginia
  Non-Presenting Author