The effect of after-school STEM education and the impact on student learning IRB: #442-13-EP

Currently, there is a need for more involvement in the Science, Technology, Engineering, and Mathematic (STEM) fields as evidenced by the low global competency scores of American students. Previous reports suggest that students decide which school subjects they like by grade four, and these attitudes may affect the general effort put forth into these STEM areas, leading to the previously stated deficiencies. NE STEM 4U is a program that offers afterschool STEM programming to socioeconomically disadvantaged elementary and middle schools in the Omaha Public School (OPS) district. STEM lessons are taught to the K-8 OPS students by University of Nebraska at Omaha (UNO) undergraduates and graduates. For over two years, learning gains have been measured using a pre-test/post-test design. The goal of this pilot study was to survey the attitudes of middle school students toward STEM topics. Through the use of a pre-survey/post-survey method, student perception changes were collected and used in conjunction with pre-test/post-test scores. The results of this pilot study show a positive trend in the post-test scores when compared to the number of times a student attended the NE STEM 4U afterschool program, implying that this intervention increases STEM aptitude. In addition, students who attended the program most often showed an increase in attitudes toward STEM subjects. This pilot study shows promise for expansion in the future