The Effect of Blend-learning in STEM in Young Children's Affective, Cognitive, and Academic Outcomes

NCT05073861 | Completed

• 1 other identifier: EA210315
• Study Type: interventional
• Target: 209
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Educational Problems

Keywords

STEM, app-based, online learning

Outcome Measures

Primary Outcomes (4)

• 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.

• 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.

• 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.

• 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 Outcomes (4)

• Science performance (standardized test)

  Pre-test: it will be assessed 2 weeks before the intervention.

• Science performance (standardized test)

  Post-test: it will be assessed within 2 weeks after the intervention.

• Scientific reasoning (performance task)

  Pre-test: it will be assessed 2 weeks before the intervention.

• Scientific reasoning (performance task)

  Post-test: it will be assessed within 2 weeks after the intervention.

Study Arms (2)

App-based STEM online learning group

EXPERIMENTAL

Participants in the experimental group will receive a 2.5-month intervention with the blended STEM learning app.

Behavioral: STEM learning

E-book learning group

ACTIVE COMPARATOR

The control group receive e-book chapters about STEM for learning for the same period of 2.5-month as the experimental group.

Behavioral: STEM learning

Interventions

STEM learning BEHAVIORAL

Classes will be randomly assigned to the experimental group and to the control group. As treatment, the experimental group will be assigned to an intervention that uses a STEM blended learning app with gamified videos for content knowledge along with hands-on experiments. The videos are fictitious educational narratives related to the content knowledge and students were asked to "step into the shoes" of the cartoon scientist (a chipmunk) to solve various problems during the stories. The science experiments will be completed with step-by-step video guidance on the app. The control group will be assigned to read the same content on an e-book and receive an arts-and-craft kit for each lesson that is unrelated to the content knowledge.

App-based STEM online learning group; E-book learning group

Eligibility Criteria

• Age: 8 Years - 10 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• \) students from English Medium-of-Instruction (EMI) schools with
• \) students from mixed-ability classes.

You may not qualify if:

• students with physical or motor disabilities that restrain them from completing the tasks

Sponsors & Collaborators

• The University of Hong Kong: lead
• University of Cambridge: collaborator

Study Sites (1)

University of Hong Kong

Hong Kong, Hong Kong

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: Participants will be allocated with IDs so that individuals can not be identified.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Classes will be randomly distributed to an experimental or control group. The experimental group will go through a 12-lesson program online and conduct related science experiments with the experimental kits they receive. The control group will receive an e-book for 3 topics (completed in 12 sessions). They will receive arts and craft kits upon completion. All students will receive and complete free assessments before and after the program. The program lasts for 2-3 months.

Study Record Dates

• First Submitted: July 22, 2021
• First Posted: October 12, 2021
• Study Start: July 5, 2021
• Primary Completion: December 31, 2021
• Study Completion: December 31, 2021
• Last Updated: August 9, 2022

Record last verified: 2022-08

Locations

HK (1)