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Science and Mathematics Education Commons™
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- Civil engineering (1)
- Cognitive engagement (1)
- Engineering and science education (1)
- Game-based learning (1)
- High school students (1)
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- Learning engagement (1)
- Math attitude (1)
- Math games (1)
- Math performance (1)
- Note-taking practice (1)
- Pandemic (1)
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- Pre-college summer educational STEM-related programs (1)
- STEM education (1)
- STEM learning (1)
- STEM programs (1)
- Self-efficacy (1)
- Virtual learning (1)
- Women in engineering (1)
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Articles 1 - 3 of 3
Full-Text Articles in Science and Mathematics Education
Women Students Learning A Stem Subject: An Analysis Of Note-Taking Practices In A Civil Engineering Course And The Association With Self-Efficacy, Cognitive Engagement, Test Anxiety, And Course Achievement, Monica Palomo, Pauline Muljana
Women Students Learning A Stem Subject: An Analysis Of Note-Taking Practices In A Civil Engineering Course And The Association With Self-Efficacy, Cognitive Engagement, Test Anxiety, And Course Achievement, Monica Palomo, Pauline Muljana
STEMPS Faculty Publications
Women students are underrepresented in STEM education. The completion rate of women students in an engineering program are known to be low. Alongside this, the COVID-19 pandemic still occurs, threatening people’s health, leading to anxiety and depression, and influencing students’ learning. Numerous studies have displayed a negative association between self-efficacy and test anxiety, especially in quantitative subjects. All together may distract students from focusing on their cognitive goals. In turn, students may not be able to concentrate, disrupting their cognitive engagement to grasp knowledge. The present case study is aimed to investigate the note-taking strategies used in a fully-synchronous Civil …
Examining The Impact Of Online Math Games On Student Performance And Attitudes, Tian Luo, Catherine Hickman, Pauline Muljana
Examining The Impact Of Online Math Games On Student Performance And Attitudes, Tian Luo, Catherine Hickman, Pauline Muljana
STEMPS Faculty Publications
Low mathematics scores in the U.S. have been pressing the educators to find engaging strategies and effective tools to promote math performance. While emerging technologies, such as digital math games, show promises in improving mathematical education, existing studies have garnered mixed findings and thereby necessitating further investigation. This study aims to examine the impact of skill-based online math games on students’ math performance and attitudes, as well as students’ perceptions of the games. Thirty-eight students ranging from fifth to eighth grade participated in the study. The results showed a mixed picture of the impact of the online games on math …
Blast-Building Leaders For Advancing Science And Technology: A Partnership Between The Virginia Space Grant Consortium And The University Of Virginia, Virginia Polytechnic Institute, And Old Dominion University, Cynthia Tomovic, Mary Sandy, Julie Back, Vukica Jovanovic, Kim Lester, Edward Murphy, Sueanne Mckinney, Mileta Tomovic
Blast-Building Leaders For Advancing Science And Technology: A Partnership Between The Virginia Space Grant Consortium And The University Of Virginia, Virginia Polytechnic Institute, And Old Dominion University, Cynthia Tomovic, Mary Sandy, Julie Back, Vukica Jovanovic, Kim Lester, Edward Murphy, Sueanne Mckinney, Mileta Tomovic
STEMPS Faculty Publications
This paper presents the development and delivery of educational summer intensive programs for high school students that are designed to encourage students’ interests in the STEM-related fields and the motivation to pursue a STEM-related degrees in college. BLAST (Building Leaders to Advance Science and Technology) is designed as a summer-intensive, residential, on-campus STEM-learning experience for rising ninth and tenth graders. With the intention of improving the STEM-related workforce pipeline in the Commonwealth of Virginia, Virginia Space Grant Consortium (VSGC) offers multiple BLAST programs across the Commonwealth. BLAST programs are designed as intensive three-day, STEM-related three-hour lecture-lab experiences that are reinforced …