The Effect of Blend-learning in STEM in Young Children's Affective, Cognitive, and Academic Outcomes
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- The University of Hong Kong
- Enrollment
- 209
- Locations
- 1
- Primary Endpoint
- Science identity (questionnaire)
Study Overview
Brief Summary
The study is a randomised controlled trial that investigates the effectiveness of an online app-based STEM programme on improving Hong Kong primary school students' affective, cognitive, and academic outcomes.
Detailed Description
The Effect of Blend-learning in STEM in Young Children's Affective, Cognitive, and Academic Outcomes.
Background of the Study Traditionally, research in science education has predominantly focused on formal classroom learning. With the advancement of technology, Gilbert (2015) argues that formal science curriculum is limited in its elaboration and use of interesting scientific illustrations and equipment. Moreover, while this learning context facilitates knowledge acquisition, it may not promote life-long learning nor motivation to learn (Vedder-Weiss & Fortus, 2011). Motivation for science learning may be enhanced through informal learning contexts such as extracurricular science-related activities and programs (Fortus & Vedder-Weiss, 2014). In these contexts, experiences that focus on real-world problems-outside of school-may help in turn strengthen reasoning skills and understanding in science. The current study investigates the impact of blended learning approach in an informal learning environment on children's affective, cognitive, and academic outcomes in science. In particular, students' motivation, identity, reasoning, and performance in science are considered holistically.
Research objectives The current study aims to implement an app-based intervention program that focuses on STEM learning outside of a formal classroom environment. The overarching goal is to examine the efficacy of blended learning that utilizes a combination of an app and lab experiments in children's affective, cognitive, and academic outcomes.
Methods
Participants Participants will consist of 400 primary school students aged 8-10 years from 3 school in Hong Kong. The schools will be selected based on several criteria: 1) English Medium-of-Instruction (EMI) schools with 2) mixed-ability classes. The data will be collected during the summer holiday in 2021 and will be anonymized before processing and used in the analyses. The classes will be randomly assigned to the experimental condition or the control condition based on the random sampling method. Recruitment letter and advertisement poster will be published both online and offline through different platforms. Information sheet, consent form, and assent form will be distributed to the principals of the schools.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Other
- Masking
- Single (Participant)
Masking Description
Participants will be allocated with IDs so that individuals can not be identified.
Eligibility Criteria
- Ages
- 8 Years to 10 Years (Child)
- Sex
- All
- Accepts Healthy Volunteers
- No
Inclusion Criteria
- •students from English Medium-of-Instruction (EMI) schools with
- •students from mixed-ability classes.
Exclusion Criteria
- •students with physical or motor disabilities that restrain them from completing the tasks
Arms & Interventions
App-based STEM online learning group
Participants in the experimental group will receive a 2.5-month intervention with the blended STEM learning app.
Intervention: STEM learning (Behavioral)
E-book learning group
The control group receive e-book chapters about STEM for learning for the same period of 2.5-month as the experimental group.
Intervention: STEM learning (Behavioral)
Outcomes
Primary Outcomes
Science identity (questionnaire)
Time Frame: Post-test: it will be assessed within 2 weeks after the intervention.
Science identity is arguably a multidimensional construct that involves many aspects and context. In this study, we focus on informal settings outside of the classroom. That is, how students relate to science in general and in their everyday lives. A subset of 8 items were adapted from the Science Attitude Scale in Pell \& Jarvis (2001) to assess science identity. The items in the questionnaire focus on real world science rather than science in the classroom context. The students reported the degree of their agreement with each item on a 6-point Likert scale (1= strongly disagree, 6= strongly agree). A sum score is used to quantify science identity; a higher score indicates a better outcome.
Science motivation(questionnaire)
Time Frame: Post-test: it will be assessed within 2 weeks after the intervention.
Science motivation was assessed using the Expectancy-Value-Cost Scale based on the expectancy-value model (Kosovich et al., 2014). The questionnaire was designed to measure students' motivation in STEM. It includes 10 items to assess 3 sub-domains: how successful students think they can perform (expectancy); how worthwhile science is (value) and; perceived effort in doing well (cost). Students reported their responses using a 6-point Likert scale ranged from 1 (strongly disagree) to 6 (strongly agree). Instructions are explained to students prior to the administration: "This is not a test. It is a short survey about how much you like your science class. You can respond openly and honestly. All of your responses will be kept confidential. No one will see your individual answers (not your teacher, not your classmates, not your parents)." A sum score is used to quantify science motivation; a higher score indicates a better outcome.
Science motivation(questionnaire)
Time Frame: Pre-test: it will be assessed 2 weeks before the intervention.
Science motivation was assessed using the Expectancy-Value-Cost Scale based on the expectancy-value model (Kosovich et al., 2014). The questionnaire was designed to measure students' motivation in STEM. It includes 10 items to assess 3 sub-domains: how successful students think they can perform (expectancy); how worthwhile science is (value) and; perceived effort in doing well (cost). Students reported their responses using a 6-point Likert scale ranged from 1 (strongly disagree) to 6 (strongly agree). Instructions are explained to students prior to the administration: "This is not a test. It is a short survey about how much you like your science class. You can respond openly and honestly. All of your responses will be kept confidential. No one will see your individual answers (not your teacher, not your classmates, not your parents)." A sum score is used to quantify science motivation; a higher score indicates a better outcome.
Science identity (questionnaire)
Time Frame: Pre-test: it will be assessed 2 weeks before the intervention.
Science identity is arguably a multidimensional construct that involves many aspects and context. In this study, we focus on informal settings outside of the classroom. That is, how students relate to science in general and in their everyday lives. A subset of 8 items were adapted from the Science Attitude Scale in Pell \& Jarvis (2001) to assess science identity. The items in the questionnaire focus on real world science rather than science in the classroom context. The students reported the degree of their agreement with each item on a 6-point Likert scale (1= strongly disagree, 6= strongly agree). A sum score is used to quantify science identity; a higher score indicates a better outcome.
Secondary Outcomes
- Scientific reasoning (performance task)(Post-test: it will be assessed within 2 weeks after the intervention.)
- Science performance (standardized test)(Post-test: it will be assessed within 2 weeks after the intervention.)
- Science performance (standardized test)(Pre-test: it will be assessed 2 weeks before the intervention.)
- Scientific reasoning (performance task)(Pre-test: it will be assessed 2 weeks before the intervention.)