High School Students' Perspectives of Participating in a STEM-Related Extracurricular Programme

Peter Mtika (Corresponding Author)

    Research output: Contribution to journalArticle

    Abstract

    This article reports on secondary school students’ perspectives of participating in science, technology, engineering and mathematics (STEM) related extracurricular activities in six secondary schools in Scotland. The extracurricular activities aimed at supporting students in developing knowledge of STEM subjects and confidence in their preparation for high school examinations, post-secondary schooling, and the world of work. The study used a mixed-methods design. This entailed collecting data using qualitative semi-structured interviews, focus group discussion and a quantitative questionnaire. Findings indicate that students viewed extracurricular activities positively. They felt that the activities they participated in made a difference in their overall development. STEM related extracurricular activities provided students with relevant subject knowledge, wider learning opportunities and confidence in their own abilities, thereby contributing toward academic and social development. Students also reported increased knowledge of post-schooling opportunities. The activities resonated with the Scottish Curriculum for Excellence (CfE), thereby complemented formal learning.
    Original languageEnglish
    Article number100
    JournalFrontiers in Education
    Volume4
    DOIs
    Publication statusPublished - 13 Sep 2019

    Fingerprint

    mathematics
    engineering
    science
    school
    student
    secondary school
    confidence
    working-day world
    social development
    group discussion
    learning
    curriculum
    examination
    questionnaire
    ability
    interview
    knowledge

    Keywords

    • curriculum for excellence, extracurricular activities, high school, mixed methods, private-public collaboration, STEM subjects
    • extracurricular activities
    • high school
    • mixed methods research
    • private-public collaboration
    • STEM Subjects

    Cite this

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    title = "High School Students' Perspectives of Participating in a STEM-Related Extracurricular Programme",
    abstract = "This article reports on secondary school students’ perspectives of participating in science, technology, engineering and mathematics (STEM) related extracurricular activities in six secondary schools in Scotland. The extracurricular activities aimed at supporting students in developing knowledge of STEM subjects and confidence in their preparation for high school examinations, post-secondary schooling, and the world of work. The study used a mixed-methods design. This entailed collecting data using qualitative semi-structured interviews, focus group discussion and a quantitative questionnaire. Findings indicate that students viewed extracurricular activities positively. They felt that the activities they participated in made a difference in their overall development. STEM related extracurricular activities provided students with relevant subject knowledge, wider learning opportunities and confidence in their own abilities, thereby contributing toward academic and social development. Students also reported increased knowledge of post-schooling opportunities. The activities resonated with the Scottish Curriculum for Excellence (CfE), thereby complemented formal learning.",
    keywords = "curriculum for excellence, extracurricular activities, high school, mixed methods, private-public collaboration, STEM subjects, extracurricular activities, high school, mixed methods research, private-public collaboration, STEM Subjects",
    author = "Peter Mtika",
    note = "This research was part of an independent evaluation of a project funded by the Academy for Educational Development (AED), now incorporated as part of FHI 360. Fran Payne and I carried out the work on which this paper is based. Fran retired before the completion of the project and is sadly deceased. I extend my gratitude to her for the mentorship.",
    year = "2019",
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    language = "English",
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    AU - Mtika, Peter

    N1 - This research was part of an independent evaluation of a project funded by the Academy for Educational Development (AED), now incorporated as part of FHI 360. Fran Payne and I carried out the work on which this paper is based. Fran retired before the completion of the project and is sadly deceased. I extend my gratitude to her for the mentorship.

    PY - 2019/9/13

    Y1 - 2019/9/13

    N2 - This article reports on secondary school students’ perspectives of participating in science, technology, engineering and mathematics (STEM) related extracurricular activities in six secondary schools in Scotland. The extracurricular activities aimed at supporting students in developing knowledge of STEM subjects and confidence in their preparation for high school examinations, post-secondary schooling, and the world of work. The study used a mixed-methods design. This entailed collecting data using qualitative semi-structured interviews, focus group discussion and a quantitative questionnaire. Findings indicate that students viewed extracurricular activities positively. They felt that the activities they participated in made a difference in their overall development. STEM related extracurricular activities provided students with relevant subject knowledge, wider learning opportunities and confidence in their own abilities, thereby contributing toward academic and social development. Students also reported increased knowledge of post-schooling opportunities. The activities resonated with the Scottish Curriculum for Excellence (CfE), thereby complemented formal learning.

    AB - This article reports on secondary school students’ perspectives of participating in science, technology, engineering and mathematics (STEM) related extracurricular activities in six secondary schools in Scotland. The extracurricular activities aimed at supporting students in developing knowledge of STEM subjects and confidence in their preparation for high school examinations, post-secondary schooling, and the world of work. The study used a mixed-methods design. This entailed collecting data using qualitative semi-structured interviews, focus group discussion and a quantitative questionnaire. Findings indicate that students viewed extracurricular activities positively. They felt that the activities they participated in made a difference in their overall development. STEM related extracurricular activities provided students with relevant subject knowledge, wider learning opportunities and confidence in their own abilities, thereby contributing toward academic and social development. Students also reported increased knowledge of post-schooling opportunities. The activities resonated with the Scottish Curriculum for Excellence (CfE), thereby complemented formal learning.

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    KW - private-public collaboration

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