Case Study: Effect of STEM Surge on 6th Grade Mathematics Achievement

 

Introduction

Teaching and Laying, Intellectually Compounding Foundations (TLICF) is dedicated to providing under-resourced communities with quality, effective STEM education. The case study delves into the success of the STEM Surge program in enhancing the math skills of 6th-grade students, particularly in enhancing their math performance on Chicago's South and West Sides.

 

This program was designed to improve students' math scores through an 8-week intensive course in the basics of math, including basic arithmetic, algebra, fractions, percentages, and problem-solving. It's aimed at students who have historically struggled with math, and we monitored their progress through pre- and post-program tests.

 

Note: The identities of the students are concealed, and the students are referred to by unique student IDs only in order to maintain privacy and confidentiality.

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Program Overview

Program Name: STEM Surge

Target Group: Students in 6th grade from economically disadvantaged backgrounds in Chicago.

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Program Duration: 8 weeks

 

Subject Emphasis: Math (Four basic operations, algebraic concepts, fractions, percentages, word problem-solving)

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Instructional Strategy: Small group instruction, interactive learning, hands-on problem solving

 

Integration of Technology: Utilization of online math games and interactive materials.

 

Curriculum Alignment: State and national academic standards (Common Core) aligned for mathematics at the 6th-grade level.

 

Assessment: Pre-program and post-program assessment to determine progress

 

Theory of Change

 

​The STEM Surge program rests on a solid theory of change, which holds that offering high-quality and engaging mathematics education to underrepresented young people will enhance their academic achievement, self-confidence, and long-term interest in the STEM fields. Through structured, experiential learning activities and small group tutoring, the program allows students to achieve a more conceptual understanding of mathematical material, resulting in quantifiable academic success. The primary objective is to establish a solid foundation in STEM among these students, thereby enhancing their prospects for success in college and subsequent careers in STEM disciplines.

 

Pre-Program Evaluation

In order to establish students' initial math competency, they were administered a pre-program test that included 35 questions. There were questions on:

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• Basic math operations (addition, subtraction, multiplication, division)

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• Percentages and fractions

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• Algebraic expressions and simple equations

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• Word problems that needed critical thinking and problem-solving

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Pre-Test Scores: The pre-test average among all the participants was 64%.

Program Design and Implementation
 

​Post-Program Evaluation

A post-program test, the same as the pre-test, was given in order to make a direct comparison of student improvement. The average post-test score of all the students was 93%.

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Pre-Test Average: 64%

Post-Test Average: 93%

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This generated a 46% average rise in the students' math scores.

 

Findings

The data indicates impressive math score improvements, with each student demonstrating varying levels of improvement. The overall average improvement was 46%, echoing the program's powerful effect on math abilities.

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​Student Feedback

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Student 1: "I used to hate math, but now I feel I can do everything. The program taught me about the problems and presented me with cool solutions for them."

Student 2: "I have struggled with fractions historically; however, I now handle them. I feel a boost to my academic abilities!"

Student 3: "I used to get mixed up with word problems before, but now I can simplify them and do them. I feel really good!"

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Program Impact

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• Academic Improvement: An overall improvement of 46% in mathematics scores among all the students, reflecting a noteworthy enhancement in mathematical skills.

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• Confidence Boost: Students experienced greater confidence in their math ability, significantly lessening math anxiety and improved classroom participation.

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• Long-Term Effect: Most students felt better equipped to meet future math challenges in school and beyond, having a better understanding of fundamental mathematics concepts that will help them succeed in higher education and math and science-related professions.

 

Challenges and Solutions

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• Challenge: Some students struggled with keeping the tempo of the program as required.

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• Intervention: One-to-one sessions and supplementary tutoring support were offered, particularly to the students requiring extra support.

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• The first level of participation was low, due to a lack of confidence in mathematical skills.

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• The use of games, interactive learning tools, and meaningful problem-solving situations led to increased motivation and made mathematics more enjoyable.

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Sustainability and Long-Term Monitoring

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• Post-Program Monitoring: TLICF will still be monitoring the performance of students by administering ongoing evaluations provided at the end of the academic year. The practice will ensure monitoring of progress and measuring long-term effects of the program on the academic performance of students.

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• Sustainability Plan: The program shall be replicated in additional schools and districts, thereby reaching more students from underrepresented groups with improved STEM education.

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