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Evaluation of the In2science Peer Mentoring Program: Final Report
Policy Analysis and Program Evaluation
  • Julie Kos, Australian Council for Educational Research (ACER)
  • Jacynta Krakouer, Australian Council for Educational Research (ACER)
  • Sheldon Rothman, Australian Council for Educational Research (ACER)
Publication Date
3-1-2017
Subjects
STEM education, Science interests, Student attitudes, Mathematics attitudes, Peer teaching, Mentoring, Mentor mentee relationship, Multimethod techniques, Secondary school students, Student engagement, University students, Program evaluation
Abstract
Large-scale studies of 15-year-old school students show associations between students’ attitudes toward science learning and their levels of achievement (Ainley, Kos, & Nicholas, 2008). One model for improving students’ attitudes towards science and mathematics learning has been the provision of peer mentoring. The In2science program uses a peer mentoring approach to engage secondary school students in science and mathematics study. Working with the classroom teacher, university students serve as mentors and help students with their learning and build relationships in a small group or a whole class. Mentors talk to students about studying science (or another STEM area) at university and how science is used in everyday life and careers. In2science mentors act as role models to show school students what a future in science might look like. The Australian Council for Educational Research (ACER) was contracted to evaluate the In2science program during Semester 2, 2016. The evaluation used a mixed methods approach to focus on student outcomes as a result of the program.
Place of Publication
Melbourne, Vic
Publisher
Australian Council for Educational Research (ACER)
Geolocate
(-37.4713077, 144.7851531)
-37.4713077
144.7851531
Citation Information
Julie Kos, Jacynta Krakouer and Sheldon Rothman. Evaluation of the In2science Peer Mentoring Program: Final Report. (2017)
Available at: http://works.bepress.com/jacynta-krakouer/11/