scholarly journals The Impact Of Out Of School Time (Ost) Math And Science Clubs On Elementary And Middle School Students, Teachers, Schools And The Undergraduate And Graduate Fellows That Facilitate Them

2020 ◽  
Author(s):  
Lynn Albers ◽  
Althea Smith ◽  
Kate Caldwell ◽  
Jessica McCoy ◽  
Laura Bottomley ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Students ◽  
Out Of School Time ◽  
School Time ◽  
Math And Science ◽  
Science Clubs ◽  
The Impact ◽  
Elementary And Middle School ◽  
Out Of School

scholarly journals The Impact Of Active Learning During Out Of School Time (Ost) Energy Clubs On Elementary School Students

2020 ◽  
Author(s):  
Lynn Albers ◽  
Karen Lindsay ◽  
Janice Hemric ◽  
Laura Bottomley ◽  
Jade Tucker ◽  
...  
Keyword(s):  
Elementary School ◽  
Active Learning ◽  
Elementary School Students ◽  
School Students ◽  
Out Of School Time ◽  
School Time ◽  
The Impact ◽  
Out Of School

scholarly journals Out-of-school time STEM program: Students’ attitudes toward and career interests in mathematics and science

2019 ◽  
Vol 8 (2) ◽  
pp. 356
Author(s):  
Guan Saw ◽  
Brendan Swagerty ◽  
Shon Brewington ◽  
Chi-Ning Chang ◽  
Ryan Culbertson
Keyword(s):  
Motivational Factors ◽  
Career Interests ◽  
School Students ◽  
Out Of School Time ◽  
Stem Programs ◽  
School Time ◽  
Math And Science ◽  
Students Attitudes ◽  
And Mathematics ◽  
Out Of School

<span>Internationally, out-of-school time (OST) science, technology, engineering, and mathematics (STEM) programs abound. However, rigorous evidence of their impacts on student outcomes is scarce. This study evaluated the relationships between OST STEM program participation and student motivational factors in math and science by analyzing survey and administrative data of 1.017 middle school students who participated in the seven-week, STEM-focused Prefreshman Engineering Program (PREP) in San Antonio, Texas, from 2015 to 2017. Multiple regression results indicated that the PREP participation was positively associated with students’ attitudes toward math and interests in math-related careers, whereas the effects on students’ attitudes toward science and career interests in science were negligible. No evidence was found to suggest that the associations between PREP participation and student motivational factors in math and science differed by gender, race/ethnicity, or socioeconomic status.</span>

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