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Making STEM Education Objectives Sustainable through a Tutoring Program

Author

Listed:
  • Francisco-Domingo Fernández-Martín

    (Department of Developmental and Educational Psychology, University of Granada, 18071 Granada, Spain)

  • José-Luis Arco-Tirado

    (Department of Developmental and Educational Psychology, University of Granada, 18071 Granada, Spain)

  • Francisco-Javier Carrillo-Rosúa

    (Department of Didactics of Experimental Sciences, University of Granada, 18071 Granada, Spain
    Andalusian Institute of Earth Sciences, CSIC-University of Granada, 18100 Armilla, Granada, Spain)

  • Mirian Hervás-Torres

    (Department of Developmental and Educational Psychology, University of Granada, 18071 Granada, Spain)

  • Juan-Francisco Ruiz-Hidalgo

    (Department of Didactics of Mathematics, University of Granada, 18071 Granada, Spain)

  • Carmen Romero-López

    (Department of Didactics of Experimental Sciences, University of Granada, 18071 Granada, Spain)

Abstract

The objective of this research was two-fold. First, to determine the impact of a Science, Technology, Engineering and Mathematics (STEM) Education program on school performance amongst primary education students. Second, to identify the potential benefits of this program on the key competences of university students in Primary Education Teacher Training. The primary education students’ sub-sample, after being matched on key covariates, was randomly assigned either to the experimental ( N = 25) or control group ( N = 25). The university students’ sub-sample consisted of 26 students self-selected from the Primary Education Teacher Training degree. The intervention consisted of 20 two-hour weekly sessions of highly structured after-school tutoring delivered by previously trained university students. Although statistical significance was not reached for the hypotheses tested, notably, the results showed between small and moderate effect sizes (i.e., magnitude and direction of the program impact) for primary education students on core STEM subjects (e.g., mathematics d = 0.29, natural science d = 0.26), and for university students on some key employability competencies (e.g., action orientation d = 0.27 or team orientation d = 0.54).

Suggested Citation

  • Francisco-Domingo Fernández-Martín & José-Luis Arco-Tirado & Francisco-Javier Carrillo-Rosúa & Mirian Hervás-Torres & Juan-Francisco Ruiz-Hidalgo & Carmen Romero-López, 2020. "Making STEM Education Objectives Sustainable through a Tutoring Program," Sustainability, MDPI, vol. 12(16), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6653-:d:400237
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    References listed on IDEAS

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    4. Luis Cabedo & Marta Royo & Lidón Moliner & Teresa Guraya, 2018. "University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning Experience," Sustainability, MDPI, vol. 10(6), pages 1-17, June.
    5. Phillip B. Levine & David J. Zimmerman, 2010. "Targeting Investments in Children: Fighting Poverty When Resources Are Limited," NBER Books, National Bureau of Economic Research, Inc, number levi09-1, May.
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    Cited by:

    1. Peng-Wei Hsiao & Chung-Ho Su, 2021. "A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning," Sustainability, MDPI, vol. 13(7), pages 1-24, March.

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