Educational Problems Clinical Trial
Official title:
The Effect of Blend-learning in STEM in Young Children's Affective, Cognitive, and Academic Outcomes
NCT number | NCT05073861 |
Other study ID # | EA210315 |
Secondary ID | |
Status | Completed |
Phase | N/A |
First received | |
Last updated | |
Start date | July 5, 2021 |
Est. completion date | December 31, 2021 |
Verified date | August 2022 |
Source | The University of Hong Kong |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
The study is a randomised controlled trial that investigates the effectiveness of an online app-based STEM programme on improving Hong Kong primary school students' affective, cognitive, and academic outcomes.
Status | Completed |
Enrollment | 209 |
Est. completion date | December 31, 2021 |
Est. primary completion date | December 31, 2021 |
Accepts healthy volunteers | No |
Gender | All |
Age group | 8 Years to 10 Years |
Eligibility | Inclusion Criteria: - 1) students from English Medium-of-Instruction (EMI) schools with - 2) students from mixed-ability classes. Exclusion Criteria: - students with physical or motor disabilities that restrain them from completing the tasks |
Country | Name | City | State |
---|---|---|---|
Hong Kong | University of Hong Kong | Hong Kong |
Lead Sponsor | Collaborator |
---|---|
The University of Hong Kong | University of Cambridge |
Hong Kong,
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Science motivation(questionnaire) | Science motivation was assessed using the Expectancy-Value-Cost Scale based on the expectancy-value model (Kosovich et al., 2014). The questionnaire was designed to measure students' motivation in STEM. It includes 10 items to assess 3 sub-domains: how successful students think they can perform (expectancy); how worthwhile science is (value) and; perceived effort in doing well (cost). Students reported their responses using a 6-point Likert scale ranged from 1 (strongly disagree) to 6 (strongly agree). Instructions are explained to students prior to the administration: "This is not a test. It is a short survey about how much you like your science class. You can respond openly and honestly. All of your responses will be kept confidential. No one will see your individual answers (not your teacher, not your classmates, not your parents)." A sum score is used to quantify science motivation; a higher score indicates a better outcome. | Pre-test: it will be assessed 2 weeks before the intervention. | |
Primary | Science motivation(questionnaire) | Science motivation was assessed using the Expectancy-Value-Cost Scale based on the expectancy-value model (Kosovich et al., 2014). The questionnaire was designed to measure students' motivation in STEM. It includes 10 items to assess 3 sub-domains: how successful students think they can perform (expectancy); how worthwhile science is (value) and; perceived effort in doing well (cost). Students reported their responses using a 6-point Likert scale ranged from 1 (strongly disagree) to 6 (strongly agree). Instructions are explained to students prior to the administration: "This is not a test. It is a short survey about how much you like your science class. You can respond openly and honestly. All of your responses will be kept confidential. No one will see your individual answers (not your teacher, not your classmates, not your parents)." A sum score is used to quantify science motivation; a higher score indicates a better outcome. | Post-test: it will be assessed within 2 weeks after the intervention. | |
Primary | Science identity (questionnaire) | Science identity is arguably a multidimensional construct that involves many aspects and context. In this study, we focus on informal settings outside of the classroom. That is, how students relate to science in general and in their everyday lives. A subset of 8 items were adapted from the Science Attitude Scale in Pell & Jarvis (2001) to assess science identity. The items in the questionnaire focus on real world science rather than science in the classroom context. The students reported the degree of their agreement with each item on a 6-point Likert scale (1= strongly disagree, 6= strongly agree). A sum score is used to quantify science identity; a higher score indicates a better outcome. | Pre-test: it will be assessed 2 weeks before the intervention. | |
Primary | Science identity (questionnaire) | Science identity is arguably a multidimensional construct that involves many aspects and context. In this study, we focus on informal settings outside of the classroom. That is, how students relate to science in general and in their everyday lives. A subset of 8 items were adapted from the Science Attitude Scale in Pell & Jarvis (2001) to assess science identity. The items in the questionnaire focus on real world science rather than science in the classroom context. The students reported the degree of their agreement with each item on a 6-point Likert scale (1= strongly disagree, 6= strongly agree). A sum score is used to quantify science identity; a higher score indicates a better outcome. | Post-test: it will be assessed within 2 weeks after the intervention. | |
Secondary | Science performance (standardized test) | Science performance was measured using a combination of a real-time content knowledge quizzes designed as part of the app as well as a subset of items from the Trends in International Mathematics and Science Study (TIMSS). Permission from the International Association for the Evaluation of Education Achievement was granted for the use of a total of 13 questions from the item bank of the year of 2019. A sum score is used to quantify science performance. A higher score indicates a better outcome.
The content knowledge quizzes were designed to be interactive, immersive and real-time quizzes as part of the stories that students engage with in the app. The questions were constructed to be curriculum aligned and were reviewed by science teachers. Each topic has 40 questions; in total, there are 120 questions for the three topics covered in the app. The sum score is used to quantify science performance in the app; a higher score indicates a better outcome. |
Pre-test: it will be assessed 2 weeks before the intervention. | |
Secondary | Science performance (standardized test) | Science performance was measured using a combination of a real-time content knowledge quizzes designed as part of the app as well as a subset of items from the Trends in International Mathematics and Science Study (TIMSS). Permission from the International Association for the Evaluation of Education Achievement was granted for the use of a total of 13 questions from the item bank of the year of 2019. A sum score is used to quantify science performance. A higher score indicates a better outcome.
The content knowledge quizzes were designed to be interactive, immersive and real-time quizzes as part of the stories that students engage with in the app. The questions were constructed to be curriculum aligned and were reviewed by science teachers. Each topic has 40 questions; in total, there are 120 questions for the three topics covered in the app. The sum score is used to quantify science performance in the app; a higher score indicates a better outcome. |
Post-test: it will be assessed within 2 weeks after the intervention. | |
Secondary | Scientific reasoning (performance task) | Scientific reasoning was assessed using the Science-P Reasoning Inventory (SPR-I) 7-item version designed for primary school students (Osterhaus et al., 2019). The SPR-I is an inventory that is based on the conceptual model of scientific reasoning that relies on the understanding of hypothesis-evidence relation in multiple non-exclusive levels (i.e., naïve, intermediate, and advanced). The 7 items include 3 items on nature of science, 3 items on experimentation, and 1 item on data interpretation. All items are scored using a partial credit scale (0,1,2), which represents the three levels of scientific reasoning. A score of 0 indicates a naïve understanding; a score of 1 indicates an intermediate understanding and; a score of 2 indicates an advanced level of understanding. Both the sum score and the partial credit scale score are used. A higher score indicates a better outcome. | Pre-test: it will be assessed 2 weeks before the intervention. | |
Secondary | Scientific reasoning (performance task) | Scientific reasoning was assessed using the Science-P Reasoning Inventory (SPR-I) 7-item version designed for primary school students (Osterhaus et al., 2019). The SPR-I is an inventory that is based on the conceptual model of scientific reasoning that relies on the understanding of hypothesis-evidence relation in multiple non-exclusive levels (i.e., naïve, intermediate, and advanced). The 7 items include 3 items on nature of science, 3 items on experimentation, and 1 item on data interpretation. All items are scored using a partial credit scale (0,1,2), which represents the three levels of scientific reasoning. A score of 0 indicates a naïve understanding; a score of 1 indicates an intermediate understanding and; a score of 2 indicates an advanced level of understanding. Both the sum score and the partial credit scale score are used. A higher score indicates a better outcome. | Post-test: it will be assessed within 2 weeks after the intervention. |
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