Author ORCID Identifier

Christine Cutucache

Document Type

Article

Publication Date

12-24-2018

Publication Title

Cogent Education

Volume

5

Issue

1

First Page

1

Last Page

12

Abstract

Afterschool interventions in STEM are linked to learning gains during the school day. These opportunities engage and excite students about STEM concepts since they observe a more hands-on, project-oriented approach. Often these opportunities for afterschool interventions are infrequent in nature and leave gaps for students in their maturation and understanding. Herein we describe the first report of an afterschool intervention, named NE STEM 4U, targeting socioeconomically disadvantaged middle school youth via a twice weekly, year-long intervention, studied across two years. We assessed the impact of this program on i.) short-term, individual student gains in STEM content knowledge and ii.) delivery of the program in terms of appropriateness for age group and content using the DoS observation tool. We observed statistically significant gains in STEM content knowledge over short-term assessment using a multiple-group, pre-test post-test research design comparing scores in content before and after the intervention. In this report, we highlight the impact of this nascent program in Omaha Public Schools.

Comments

© 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

https://doi.org/10.1080/2331186X.2018.1558915

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Funded by the University of Nebraska at Omaha Open Access Fund