Investigating the Impact of Facilitating Maker-based STEM Activities on College Students’ Interest and Confidence in STEM

• In Event: Scaling Out, Up, and Deep: Mobile Making Afterschool Program across Four California State University Campuses

Abstract

This study investigated the impact of the Mobile Making (MM) program at Fresno State on college students who facilitated Science, Technology, Engineering, and Mathematics (STEM) activities with youth. The MM program engaged college students as near-peer mentors, who provided hands-on STEM experiences to elementary students in after-school settings. While much research has focused on the benefits of informal STEM education for K-12 students, this study specifically examined effects on the college student facilitators. The data were collected from 146 college students enrolled in two Service Learning courses at Fresno State majoring in STEM or Liberal Studies across 3 semesters. College students attended classes at the university and dedicated at least 15 hours facilitating activities with youth at local schools. Using a pre- and post-assessment survey design, the study measured changes in college students' interest in STEM, confidence in STEM, confidence in teaching STEM disciplines, and development of 21st century skills from the beginning to the end of the semester. Specifically, a Wilcoxon-Signed Rank test was used to look for significant differences between pre and post-survey responses. Findings revealed significantly positive differences in all areas measured: interest and confidence in STEM and teaching STEM, as well as the development of communication, collaboration, and leadership skills. Notably, facilitators showed the greatest gains in confidence related to engineering and teaching STEM disciplines. The results underscore the value of integrating experiential learning opportunities into undergraduate education and contribute to the growing research on service-learning in STEM. By bridging formal and informal STEM education, programs like MM equipped future STEM professionals and educators with essential skills, fostering a more inclusive and dynamic STEM workforce.

Authors

• Amaya De Vore, California State University - Fresno

• Alexandria K. Hansen, California State University - Fresno

• Samantha Caldera, California State University - Fresno

• Myunghwan Shin, California State University - Fresno