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Maximizing Student Engagement in STEM Activities: Research Insights and Improvement Strategies

Explore research findings on student involvement in STEM activities, demographics, motivations, barriers, and outcomes. Learn how to enhance participation through varied motivations, reducing barriers, and providing support. Discover the importance of internal and external factors in recruiting participants.

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Maximizing Student Engagement in STEM Activities: Research Insights and Improvement Strategies

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  1. Student Involvement in STEM Activities Is it a good idea, what works and how can we make it better?

  2. Research Findings Data collection methods: • Electronic questionnaires distributed before (n1=40) and after (n2=31) being involved in the STEM communication activities • Short audio recorded interviews (n3=21)  • Informal debrief discussion

  3. Research Findings Demographics: • 60 student STEM ambassadors (29M, 31F) • Majority of respondents were female (n1=62.5%, n2=59.3%, n3=61.9%) • Relatively inexperienced: 2/3 were new to STEM communication; only 2 had participated in more than 3 events. • Vast majority were under 25 years of age (n1=87.5%; n2=92.6%)

  4. Motivations

  5. Motivations

  6. Motivations

  7. Motivations

  8. Motivations

  9. Research Findings What they hoped to gain: • 51 ‘internal’ factors: • skills development (n1=16) • experience (n1=9) • enjoyment (n1=7) • confidence (n1=5) • knowledge (n1=4) • contacts (n1=3) • 6 factors relating to their career e.g. ‘To enrich my skills and give me a headstart in my teaching career’ or ‘Experience to put on my CV’. • 23 ‘external’ e.g. ‘getting children involved in and interested in science’ • Three comments recognised bi-directional learning between the demonstrator and the audience

  10. Research Findings Recognised barriers: • By far the most common barrier identified was time (n1=27) • Other commitments (n1=16) e.g. ‘Pressure of pretty much always feeling like I should be working on PhD stuff directly...’ • Lack of confidence (n1=7) • Transport problems and distant locations (n1=5) • Financial factors e.g. travel costs (n1=4) • Time required to plan such activities if unsupported costs (n1=3) • Proximity of multiple events in NSEW (project team)

  11. Pre-event emotions: Post-event emotions: Reported emotions

  12. Comparison of reported emotions

  13. ResearchConclusions • There is no ‘one’ model for student involvement in STEM communication activities • Both internal and external motivations should be emphasised when recruiting participants • Students report overwhelmingly positive outcomes and reduction of negative emotions • Student involvement can be supported through: • Pre-organised events which reduce time commitment • Training to support skills and confidence development • Covering travel expenses and/or arranging transport

  14. Next Steps The qualitative data explains some of the deeper reasons behind these issues Longitudinal follow-up is planned… what should we ask? Preparation of a Guide summarisingadvice on setting up a STEM ambassador scheme… what else would you include?

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