Impact of Academic Performance Improvement (API) skills on math and science achievement gains

Abstract

The need to channel underrepresented minority students into the sciences continues to be a major national priority. Science, technology, engineering and mathematics (STEM) education in America is not yet achieving satisfactory results with traditionally underrepresented minority students. The high attrition rate of African Americans from the STEM pipeline has been identified as a greater barrier to increased representation than their attraction to non-quantitative fields. Critical thinking skills and self-directed inquiry are two areas that if enhanced at the entry level of science and engineering education, could possibly increase motivation for STEM careers for minority students when other barriers are addressed. There is a need within the curriculum for a process focused on how to effectively deliver the fundamental idea of the material to help the students learn and retain the core concept. Critical and Analytical Reasoning Enrichment (CARE) program, here referred to as Project CARE, administered at the University of Pittsburgh identified analytical skill deficiencies and low motivation for mathematics and science courses at the pre-college level as major causes of the poor preparation and low enrollment of students from the underrepresented groups into science, technology, engineering and mathematics (STEM) fields. The project defines STEM Academic Performance Impact (API) skills as those acquired skills that directly impact the academic performance of students in STEM careers. These include such skills as - critical thinking, analytical reasoning, quantitative literacy, study/time management skills, communication, and problem solving skills. A 10-point Academic Performance Impact (API) index scale was developed to measure students perceived improvement in their API. A framework for modeling the API index as a linear combination of API skills as variables is proposed and expected. The API index is shown to have a statistically significant impact on achievement gain. The Project was 65% effective in preparing high school students for college level math and science instructions, as well as enriching their Academic Improvement skills and ability to excel in their senior year of high school. The Project contributed to 80% educational growth and 35% academic performance improvement among those students who scored lowest on the pre-test compared to 25% improvement among those that scored highest in the pre-test. The Project was most effective in providing a pathway for increasing critical thinking, analytical reasoning and problem solving skills, educational growth, and preparing for the academic year. Self-confidence was shown to have the lowest impact (54%) for 9 and 10th grade students who still appeared to be intimidated by math and science compared to 11 and 12th grade students (67%). © American Society for Engineering Education, 2013.