An examination of two STEP programs from 1988 to 1991: Impact on student and parent perceptions
This investigation was a retrospective two-case study of science intervention programs. It examined select components (philosophy and goals, student characteristics, program activities and their implementation, evaluation procedure, and parental involvement) of two Science and Technology Entry Programs (STEP) to determine the patterns and trends from 1988-1991. This investigation also sought to determine the perceptions of student participants toward science and scientists after participating in STEP and the perceptions of their parents about the programs and their participation. The investigation sought to answer eight questions about the programs. The major findings of this research were as follows: (a) there is a large pool of students who are interested in science and technology among the underrepresented ethnic groups; (b) the State's eligibility criteria for enrolling in the STEP program limited access to many interested students; (c) the two projects attracted more female students than male students; (d) although the programs had different characteristics, size, location, philosophy and goals, and mode of instruction, their impact on student performance was not significantly different; however, there was a significant difference on their impact by the grade level at which the intervention was initiated; (e) traditional tools of assessment are not effective in identifying all interested and talented students in science and technology and, therefore, other evaluation tools should also be used; (f) parents of secondary school students can be encouraged to participate in their children's education; (g) these interventions (STEP) were effective in changing the perceptions of students toward science and parent perceptions about interventions and their participation in their secondary school children's education. (Abstract shortened by UMI.)
Science education|Secondary education
LeMelle, Yvonne Tauriac, "An examination of two STEP programs from 1988 to 1991: Impact on student and parent perceptions" (1992). ETD Collection for Fordham University. AAI9304519.