figshare
Browse
tsed_a_1540897_sm4634.docx (92.87 kB)

Interventions in education to prevent STEM pipeline leakage

Download (92.87 kB)
Version 2 2019-01-23, 07:38
Version 1 2018-11-01, 03:19
journal contribution
posted on 2019-01-23, 07:38 authored by Anniek van den Hurk, Martina Meelissen, Annemarie van Langen

The so-called leaking STEM pipeline (dropout in STEM education) has been the subject of many studies. The large interest of scholars in plausible causes of this leakage has resulted in a number of meta-reviews describing factors at system, school and student level related to interest and persistence in STEM education. The STEM pipeline discussion has also resulted in a large number of programmes aimed at enhancing STEM interest and persistence in STEM education. Although these programmes have been widely evaluated, there seems to be no consensus about which interventions are successful in raising interest in STEM or persistence in STEM education. This study reports the results of a systematic review of empirical studies in which the effectiveness of STEM-related interventions are assessed. Initially, 538 studies were found. The quality analyses showed that only a few of these evaluation studies are designed in such a way that it is likely that the found effects are caused by the intervention. Although some potentially effective interventions were found, this review shows that there is still a need for research into the effectiveness of those programmes, especially with regard to programmes preventing talented and initially motivated STEM students to drop out of STEM education.

Funding

This work was supported by the Netherlands Initiative for Educational Research (NRO) [grant number 405-16-404].

History

Usage metrics

    International Journal of Science Education

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC