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Chine FINAL 4 26 2021 with cert.pdf (1.01 MB)

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A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program

Chine, Danielle R
http://orcid.org/0000-0001-8196-3252
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619525650839685

Abstract Details

2021, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
This study discusses the effectiveness of a science, technology, engineering, and math (STEM) program spanning grades six through eight in a traditional, urban school district located in Northeastern Ohio. The history and expressed need for STEM education within post-steel producing and economically depressed regions are discussed. Important factors describing STEM programming such as curriculum, standards, content delivery, integration, and aspects of implementation are described. This longitudinal study reports Ohio State Test (OST) scores along with the demographic factors of gender, socioeconomic status, student race, and attendance rate to determine the impact of STEM programming. The use of multilevel, statistical analyses through hierarchical linear modeling (HLM) determined integrated STEM had a significant, positive effect on student achievement in both math and science and an even stronger impact isolating science achievement by itself. The predictive results of HLM analysis determined STEM students scored significantly higher on the OST in science and math combined scoring 31.8 points higher on average and 38.2 points higher in science compared to their general education peers. No interaction effects were determined between STEM participation and gender, socioeconomic status, student race, and attendance rate. This research has powerful implications for educational leaders as they need to be aware of the impact integrated STEM programming and project-based learning (PBL) have on student achievement. The results indicate that integrated STEM programming in middle school has a positive effect on student achievement indicating it is indeed a pathway to success.
Karen Larwin, PhD (Advisor)
Kathleen Cripe, PhD (Committee Member)
Patrick Spearman, PhD (Committee Member)
Timothy Wagner, PhD (Committee Member)
196 p.
Education; Educational Evaluation; Educational Leadership; Educational Tests and Measurements; Teacher Education; Teaching
Science, technology, engineering, and mathematics; STEM education; STEM; Student achievement; Middle school; STEM program; Underrepresented minorities; Multilinear modeling; Hierarchical linear modeling; HLM

Recommended Citations

Citations

  • Chine, D. R. (2021). A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619525650839685

    APA Style (7th edition)

  • Chine, Danielle . A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program. 2021. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619525650839685.

    MLA Style (8th edition)

  • Chine, Danielle . "A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program." Doctoral dissertation, Youngstown State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619525650839685

    Chicago Manual of Style (17th edition)

ysu1619525650839685
379
© 2021, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.