STEM As I Am: A Culturally Relevant Media-enhanced Tool for Engaging Black Middle School Students and Their Families in STEM
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 138
- 主要终点
- Student Academic Vocabulary Word Meaning (SAVM)
研究概览
简要总结
Black students experience significant achievement gaps that contribute to underrepresentation in high paying STEM fields and disparity in health and economic outcomes. Effective middle-school interventions include exposure to culturally relevant STEM role models, instruction in academic behaviors and growth mindset, instruction in the academic vocabulary required to pass high stakes achievement tests, and support for family engagement. The goal of this proposal is to develop a media-enhanced technology that offers Black middle school students and their families a culturally responsive support tool for engaging in STEM learning in the home setting.
详细描述
The feasibility test will consist of a 6-week intervention to assess the program's relevance, acceptability, cultural appropriateness, and potential for efficacy. The study will use a within-subjects pre-post design with 50 parent-student dyads to detect changes in student word knowledge, academic enabling behaviors, mindset, academic self-efficacy, and interest in STEM. Measures will also detect changes in parent word knowledge, use of AV words in the home, and self-efficacy with regard to AV use and academic support behaviors. Additionally, a post-test evaluation of consumer satisfaction, technology acceptability, and recommendations for modifications to the program will be administered to both students and their parents/guardians. Usage reports will be collected from the technology's backend system to measure frequency and duration of student and parent engagement with the technology components as well as numbers of correct/incorrect responses.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 10 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •being the parent/guardian of a middle school student who identifies as Black/African American
- •having a smartphone or tablet
排除标准
- 未提供
研究组 & 干预措施
STEM-AIM
The STEM-AIM app will provide students and their families with a media-enhanced learning experience. Videos will feature Black STEM heroes who describe their paths to STEM and the growth mindset skills that helped them overcome barriers and challenges. STEM heroes and near-peer vignettes introduce a set of academic vocabulary words that underlie STEM achievement. Users then practice drag and drop definition, spelling, and usage games.
干预措施: Technology-based educational intervention (Other)
结局指标
主要结局
Student Academic Vocabulary Word Meaning (SAVM)
时间窗: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAVM will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Parent Academic Vocabulary Word Meaning (PAVM)
时间窗: Baseline (pre-treatment) and 6 weeks (post-treatment)
PAVM will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Student Academic Vocabulary Word Usage (SAVWU)
时间窗: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAVWU will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100, and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Parent Academic Vocabulary Word Usage (PAVWU)
时间窗: Baseline (pre-treatment) and 6 weeks (post-treatment)
PAVWU will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Student Fixed Mindset (SFM)
时间窗: Baseline (pre-treatment) and 6 weeks (post-treatment)
SFM is a four-item survey measure of fixed mindset. Student responds to statements about their beliefs about learning and intelligence. The measure uses a 6-point scale. The item scores are averaged into a single scale and can range from 1 to 6, with higher values corresondeing to more fixed mindsets. The measure has demonstrated reliability (Yeager et al., 2016).
Student Academic Behaviors (SAB)
时间窗: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAB is a five-item survey measure of academic behaviors strongly linked to student success. Students respond to questions about how frequently they engage in these behaviors (e.g., turn in assignments on time). The measure uses a 5-point scale (1 = strongly disagree, 5 = strongly agree) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater levels of perceived academic learning behaviors., and has demonstrated reliability (Snipes \& Tran, 2016).
次要结局
- Student Academic Vocabulary Usage Behaviors (SAVUB)(Baseline (pre-treatment) and 6 weeks (post-treatment))
- Parent Academic Vocabulary Usage Behaviors (SAVUB)(Baseline (pre-treatment) and 6 weeks (post-treatment))
- Student Confidence in using AV words (SCAV)(Baseline (pre-treatment) and 6 weeks (post-treatment))
- Parent Confidence in using AV words (PCAV)(Baseline (pre-treatment) and 6 weeks (post-treatment))
- Student Interest in choosing STEM careers (STEM)(Baseline (pre-treatment) and 6 weeks (post-treatment))
- Student Technology Acceptance (STA) - Acceptability of Intervention (AIM)(6-weeks after baseline (Post treatment))
- Student Technology Acceptance (STA) - Intervention Appropriateness Measure (IAM)(6-weeks after baseline (Post treatment))
- Parent Technology Acceptance (PTA) - Acceptability of Intervention (AIM)(6-weeks after baseline (post treatment))
- Parent Technology Acceptance (PTA) - Intervention Approriateness Measure (IAM)(6-weeks after baseline (post treatment))
- Student Satisfaction with STEM-AIM Program(6-weeks after baseline (post treatment))
- Parent Satisfaction with STEM-AIM Program(6-weeks after baseline (post treatment))