The Effects of STEM Integration and Implementation on Students’ High Stakes Math and Science Scores in a High Poverty Urban Location in New Jersey

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With the recent implementation of Next Generation Science Standards (NGSS) in New Jersey for students in grades 6–12 in 2016, consideration of proper implementation and assessment of Science, Technology, Engineering, and Math curricula are of utmost importance (NJDOE, 2016). This study's objective was to determine the effects of a Science, Technology, Engineering, and Math integrated program initiative on high stakes assessment scores. This quantitative research provided statistical analyses of New Jersey Student Learning Assessment (NJSLA) scores of grades 3–8 students (n = 328) who participated in the STEM program initiative and their control counterparts (n = 571). The study explored the Constructivist Learning Theory's role in STEM delivery and implementation while considering other variables that affected student test scores, such as gender, race, and socioeconomic status. The study employed a quantitative factorial design to address the interactions and relationships among gender, ethnicity, and socioeconomic status and NJSLA Math and Science scores for student who participated in the STEM program initiative. Results showed the effectiveness of the STEM program initiative for raising NJSLA Math and NJSLA Science scores. States that have adopted the new K–12 Science Framework and NGSS may consider implementing the constructivist learning approach for STEM.

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  • 03/04/2024
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