EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS

Abstract

National attention has turned to the provision of high quality science, technology, engineering, and mathematics (STEM) instruction to help prepare students for the 21st century workforce. To promote innovation, creative instructional practices are required. Community schools implement out-of-school time (OST) programming as a part of a core instructional program to support student engagement, extend student learning, and pique students’ interests in a variety of topics not typically covered during the regular school day. STEM OST programs provide students with opportunities to experience all those benefits in addition to the development of learning surrounding various STEM topics like coding, robotics, engineering, etc. This convergent mixed-methods study, set within a Title I community school, sought to identify how STEM OST programs influence students’ attitudes toward STEM as well as 21st century skills. The study incorporated the perceptions of parents, students, and teachers regarding student outcomes from OST programs. Students who participated in STEM programs demonstrated an increase from pre- to post-test scores on a survey measuring STEM Identity. Students who participated in Non-STEM programs demonstrated a pre- to post-test increase on a survey of 21st century skills. Parents, students, and teachers perceived a variety of different 21st century outcomes associated with program participation, including the growth of learning and innovation skills, relational skills, and social emotional skills. Implications for practice are discussed. Keywords: Out-of-school time (OST) programs, community schools, STEM, 21st century