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Meta-analysis of chemistry-based interdisciplinary informal research experience program for high school students

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Listed:
  • Al-thani, Noora J.
  • Siby, Nitha
  • Saad, Azza
  • Bhadra, Jolly
  • Qahtani, Noora
  • Sellami, Abdellatif
  • Ahmad, Zubair

Abstract

Research-based learning models, particularly interdisciplinary programs, are crucial in promoting STEM skills and fostering positive attitudes among students. This study presents a meta-analysis evaluating the impact of a chemistry-based interdisciplinary research experience program on high school students in Qatar. Over ten cohorts from 2010 to 2020, 230 students participated in multidisciplinary, hands-on research experiences. The study used pre-post questionnaires and t-test analyses, with further meta-analysis conducted using Comprehensive Meta-Analysis (CMA) software to evaluate the program’s effectiveness in shaping STEM attitudes. Significant findings emerged, with a notable large effect size (Cohen’s d = 0.885), underscoring the program’s efficacy in bolstering positive STEM attitudes among students. The study observed that research complexity and gender do influence the outcome of the program, aligning with the tenets of Social Cognitive Theory, which posits that both individual and contextual elements are influential in attitude formation and learning processes. Conclusively, the research substantiates that interdisciplinary, experiential learning significantly heightens student interest in STEM fields. It also points to the potential benefits of further explorations into the nuances of gender disparities and the complexity of research in enhancing the scope and impact of such educational programs.

Suggested Citation

  • Al-thani, Noora J. & Siby, Nitha & Saad, Azza & Bhadra, Jolly & Qahtani, Noora & Sellami, Abdellatif & Ahmad, Zubair, 2025. "Meta-analysis of chemistry-based interdisciplinary informal research experience program for high school students," Evaluation and Program Planning, Elsevier, vol. 108(C).
    • Handle: RePEc:eee:epplan:v:108:y:2025:i:c:s0149718924001198
    DOI: 10.1016/j.evalprogplan.2024.102517
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    References listed on IDEAS

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    1. Claudia McLaughlin Ludwig & Rebecca A. Howsmon & Shelley Stromholt & Jacob J. Valenzuela & Rachel Calder & Nitin S. Baliga, 2024. "Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-20, December.
    2. Abdellatif Sellami & Malavika E. Santhosh & Nitha Siby & Jolly Bhadra & Zubair Ahmad, 2023. "High School Students’ Perceptions of the Role of Social Support in Cultivating Their Interests in and Aspirations to STEM Degrees and Careers—A Middle Eastern Case Study," Sustainability, MDPI, vol. 15(17), pages 1-17, August.
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