Figure 5. Significant Differences in CIS-S Outcomes between 4 th -5 th and 6 th grade students (n = 1,064), Northeast Florida Regional STEM2 Hub, 2022-2023
0.15
Critical Thinking*
0.26
0.19
Perseverance*
0.27
0.08
Relationships with Adults*
0.17
0.17
STEM Engagement*
0.23
0.10
STEM Identity*
0.23
0.00
0.25
0.50
4th - 5th grades (n = 627)
6th grade (n = 437)
Lastly, we examined differences in outcomes between 6 th grade students, 7 th grade students, and 8 th grade students to better understand the longer-term effects of daily doses of STEM in 6 th grade. Across 6 th , 7 th , and 8 th grade students, there were significant differences on 8 of the 10 scales ( p ’s < 0.05) ( Figure 6 ). These scales were STEM activities, STEM career interest, STEM career knowledge, STEM engagement, STEM enjoyment, STEM identity, critical thinking, and perseverance. Post hoc analyses revealed that across all statistically significant outcomes other than perseverance, 6 th grade students reported significantly greater increases than 7 th grade students. Figure 6. Student-Reported Change in CIS-S Outcomes between 6 th , 7 th , and 8 th grade students (n = 588), Northeast Florida Regional STEM2 Hub, 2022-2023
0.26
Critical Thinking*
0.11
0.13
0.27
Perseverance*
0.12
0.16
0.17
Relationships with Adults
0.07
0.07
0.19
Relationships with Peers
0.14
0.08
0.23
STEM Engagement*
0.06
0.22
0.23
STEM Identity*
0.05
0.13
0.23
STEM Activities*
0.03
0.08
0.31
STEM Career Interest*
0.09
0.31
0.48
STEM Career Knowledge*
0.21
0.35
0.28
STEM Enjoyment*
0.04
0.27
0.00
0.25
0.50
6th grade (n = 437) 7th grade (n = 86) 8th grade (n = 65)
6
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