Premium
Pre‐College Engineering Studies: An Investigation of the Relationship Between Pre‐college Engineering Studies and Student Achievement in Science and Mathematics
Author(s) -
Tran Natalie A.,
Nathan Mitchell J.
Publication year - 2010
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2010.tb01051.x
Subject(s) - coursework , mathematics education , curriculum , student achievement , academic achievement , achievement test , psychology , standardized test , pedagogy
B ackground The U.S. has experienced a shift from a manufacturing‐based economy to one that overwhelmingly provides services and information. This shift demands that technological skills be more fully integrated with one's academic knowledge of science and mathematics so that the next generation of engineers can reason adaptively, think critically, and be prepared to learn how to learn. P urpose (H ypothesis ) Project Lead the Way (PLTW) provides a pre‐college curriculum that focuses on the integration of engineering with science and mathematics. We documented the impact that enrollment in PLTW had on student science and math achievement. We consider the enriched integration hypothesis, which states that students taking PLTW courses will show achievement benefits, after controlling for prior achievement and other student and teacher characteristics. We contrast this with alternative hypotheses that propose little or no impact of the engineering coursework on students' math and science achievement (the insufficient integration hypothesis), or that PLTW enrollment might be negatively associated with student achievement (the adverse integration hypothesis). D esign/ M ethod Using multilevel statistical modeling with students ( N = 140) nested within teachers, we report findings from a quantitative analysis of the relationship between PLTW enrollment and student achievement on state standardized tests of math and science. R esults While students gained in math and science achievement overall from eighth to tenth grade, students enrolled in PLTW foundation courses showed significantly smaller math assessment gains than those in a matched group that did not enroll, and no measurable advantages on science assessments, when controlling for prior achievement and teacher experience. The findings do not support the enriched integration hypothesis. C onclusions Engineering education programs like PLTW face both challenges and opportunities to effectively integrate academic content as they strive to prepare students for college engineering programs and careers.