Integrated STEM Assessment Model

Previous research identified a strong correlation between mathematics and science performance albeit for small samples of students. Even though there was a high correlation between mathematics and science performance, researchers examining students' STEM achievement investigated mathematics and...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2017-07, Vol.13 (7), p.3959
Main Authors: Bicer, Ali, Capraro, Robert M, Capraro, Mary M
Format: Article
Language:English
Subjects:
Academic Achievement
Accountability
Achievement tests
Brain research
Correlation
Educational technology
Engineering
Evaluation Methods
Factor Analysis
Goodness of Fit
Grade 11
High School Students
Instructional Effectiveness
Learning
Mathematics Education
Science Education
Scores
Skills
STEM Education
Structural Equation Models
Student Educational Objectives
Students
Teaching
Technology education
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Summary:Previous research identified a strong correlation between mathematics and science performance albeit for small samples of students. Even though there was a high correlation between mathematics and science performance, researchers examining students' STEM achievement investigated mathematics and science achievement separately. The present study brings science and mathematics objectives together to constitute a higher order STEM assessment model. Data (science and mathematics scores) were gathered from 231,966 students (52% female) who were in 11th grade and took the state mandated test in 2013. A second-order confirmatory factor analysis was used to create a STEM assessment model. The fit indices showed indicated it was an adequate model fit for the data. However, the lack of assessments of technology and engineering objectives taught in K-12 make estimating the effectiveness of STEM teaching and learning tenable at best.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2017.00766a