The Creation of a Cross-Age Scientific Curricular Experience Program Model: Exploring Instructor Self-Efficacy and Learner Engagement

Rationale

This research aims to create a cross-age scientific curricular experience program model, also known as the S.T.A.R. (Student Talent Ambassadors for Results) program, that utilizes standardized evaluation techniques to determine the impacts of peer-teaching on instructor self-efficacy and learner engagement. The benefits of students learning from students continues to be one of the most effective methods of teaching (Rubin and Hebert 1998; Sorcinelli, 1991) but without a set of standardized training structure and evaluation techniques we lack insight into the effectiveness of  appropriately preparing students as instructors and the impact the associated learned teaching skills have on effective cross-age instruction. 

Utilizing standardized evaluation techniques that allow for the collection of both quantitative and qualitative data allows us to gain a more comprehensive understanding of how cross-age instruction impacts the S.T.A.R. self-efficacy and overall learner engagement. The following research questions guided this study:

• How does S.T.A.R. training impact S.T.A.R. Instructor self-efficacy during curricular experiences?
• How do S.T.A.R instructors impact student learner engagement during curricular experiences?

Overall, this research will allow our staff to utilize data to inform how they continually improve the S.T.A.R. program, particularly, as it relates to training and curricular experience components to maximize student learning outcomes. Ultimately, we hope the S.T.A.R program will become a model for educators and community organizations who utilize students to teach other students, especially in implementing hands-on scientific curricular experiences. 

Context

Research was conducted on curricular experiences occurring within the Owls Imaging Lab and the Elementary Lab across K-9th grades. Curricular experiences were designed by FAUHS Research Program Faculty in collaboration with the associated classroom teacher. After designing the lesson plan, research program faculty would train S.T.A.R. instructors through hands-on instruction and role-playing training experiences. S.T.A.R. instructors comprise a group of 13 students across grades 10-12 who have minimal laboratory and research experience. Each S.T.A.R. instructor is part of FAU High School, an accelerated pre-collegiate program that requires students to be fully dual enrolled in a university in 10th grade.  S.T.A.R. instructors typically teach students in small groups (up to 7 students) during each curricular experience under the supervision of research program faculty, school staff and classroom teachers and aides (Figure 1). Research was conducted on curricular experiences that occurred from August 2022-March 2023, evaluating S.T.A.R instructional performance and student engagement. Students were from grades K-9 of a developmental research (lab) school with the mission of enhancing instruction and research to improve outcomes for all students. Each curricular experience was designed specifically to grade-level standards. For this research, the grade levels differed between each experience with the number of students ranging from 20-25 students per class (60-75 students total per grade). 

Supportive Literature

Numerous studies have indicated that students teaching students is one of the most effective teaching methods available (Rubin and Hebert, 1998; Sorcinelli, 1991; Whitman, 1988). Students who teach other students gain powerful communication and teaching skills and can practice those skills often, resulting in stronger self-efficacy that is beneficial both inside and outside the classroom (Wagner & Gansemer-Topf, 2005). Student instructors can gain increased understanding in subject content as well as improved skills related to critical thinking, learning autonomy and communication (Stigmar, 2016; Wagner & Gansemer-Topf, 2005). High school students, when acting as instructors gain skills in communication and confidence in presenting complex topics (Swim, 1999). Engagement levels in elementary learners during cross-age curricular experiences has been shown to be high during activities and students have expressed enjoyment in learning science from high school students (Hinck, 2013). Cross-age teaching of scientific standards has also been shown to change student perceptions of science and increase enthusiasm for science in younger students (Rao et al., 2007).

Although the benefits of hands-on learning in young students is clear (National Science Board, 1991, p. 27), there are a multitude of considerations to consider in order to be sure the lessons are a high-quality learning experience for students (Kirschner, 2004). Research has cited that teachers report the benefits of hands-on learning to be increased engagement in lessons, stimulates many different types of learners, increased content retention, and student empowerment in the process (Haury & Rillero, 1994).

Research Methods

A typical curricular experience would feature one class from grades K-9 with an average class size of 25. Curricular experiences were provided to each class within the grade level over the course of one or several days. Data was collected during and after each curricular experience. More specifically, observations related to student engagement and behavioral/attention issues were collected by program staff during each curricular experience to evaluate engagement levels. During each curricular experience observations of student dis-engagement and behavioral/attention issues during each activity were recorded (Table 1). Behavioral and attention issues were tracked along with observation of the number of students dis-engaged along with the length of and number of times distractions and disengagement occur throughout the activity. Analyzing behavioral/attention issues and dis-engagement allowed us to determine an overall engagement level for each curricular experience.

Additionally, questionnaires were utilized after each curricular experience to collect reflections from S.T.A.R. instructors, students, and classroom teachers. S.T.A.R. instructors reflected on their instructional performance by answering four open ended questions related to how they felt about their instructional performance, their most challenging moments during instruction, student engagement and how training has helped their instruction. Students were asked four questions after each curricular experience to better understand how the experience impacted them and to explore their feelings about learning from the high school students as well as future learning opportunities. Classroom teachers provided feedback about all aspects of the curricular experience, their opinions on the S.T.A.R instructor and staff instructional performance and their students’ learning outcomes.

Post-instructional reflections retrieved from S.T.A.R. instructors were coded by themes and analyzed by theme abundance for each of the reflection questions. Observational data related to engagement and behavioral/attention issues were analyzed to determine an overall engagement level for each curricular experience. Analysis of engagement levels by curricular experience was completed by comparing abundance of the overall engagement levels across all experiences. Classroom teacher reflections were evaluated by question, average rating and themes found in written responses.

Results

Overall, 75 reflections and observations were collected across all study groups. Table 2 outlines the number of reflections and observations obtained from each study group from August 2022 to March 2023.

To determine how S.T.A.R. training impacted S.T.A.R. instructor self-efficacy during curricular experiences, we coded 17 S.T.A.R. instructor reflections by theme and analyzed theme abundance across three post-instructional reflection questions asking instructors how they felt about their instructional performance, challenges they faced during instruction and how training helped their instruction. After analysis, we found the following:

S.T.A.R instructors commonly report positive experiences teaching students and feel more positive and confident about teaching after each instructional experience.

Overall, S.T.A.R. instructors reported positive experiences when teaching students. Three main themes; effective communication with students, the ability to meet the learning objectives and successfully teaching students to use equipment were related to positive reflections and indicate the three main reasons why S.T.A.R. instructors define their instruction as positive and successful. Additionally, S.T.A.R. instructors also noted that they feel more positive about teaching after each instructional experience. . Sixteen out of 17 reflections reported positive experiences teaching students. Four of the reflections had themes related to effectively communicating with students. Two reflections related positive experiences with the ability to meet the learning objectives. Two reflections related viewing specimens under the microscope, or skills instruction to their positive experience.

Overall, S.T.A.R. instructors feel more confident after each teaching experience showing an increase in self-efficacy. 

• “I feel very good about my instructional performance, I think I explained what I needed to in an effective way.”
• “I thought I did well and communication between me and the kids was effective in their learning."
• “I think knowing what the kids learned in their classes beforehand helped me give them more relevant information that they would know. Also, helping in creating the slides for the class helped me better prepare and know how to present.”
• “It was a little bit challenging to stay on topic with one specific group: three girls were really close friends and wanted to talk about anything except for the topic of my station, so it took a second to acknowledge what they were saying and then transition to the topic, but it worked out just fine!”

S.T.A.R. instructors reported on challenges but found ways to keep students engaged.

S.T.A.R. instructors reflected on their most challenging moments during instruction and the reasons behind the challenges. Eleven of the 17 responses were related to issues keeping students engaged due to issues with attention/focus related to distractions within/near the station or student behavior. Three of the 17 responses reported challenges related to difficulty explaining complex topics, answering difficult questions and a lack of student background knowledge. Overall, S.T.A.R. instructors report the most challenging aspects of instruction are related to keeping students engaged, teaching complex topics, and changing strategy upon discovering students lack content knowledge. Despite challenges, S.T.A.R. instructors kept students engaged.

Supporting reflections:

• “I think the most challenging part about today was keeping the kids engaged because they already knew most of the information and did not have any questions.”
• “I think my most challenging moment was answering questions that I didn’t know the exact answer too.”
• “It was a little challenging to keep the students excited and interested in the topic, they were a little bit older and didn’t seem like they were overjoyed to be there. It was hard to keep energy up and feel like they were having a good time.”

S.T.A.R. instructors found training related to instruction and content knowledge was helpful.

Overall, S.T.A.R. instructors reported that reviewing the lesson plans and station slideshows ahead of the curricular experiences allowed them to practice and prepare for the lessons and helped in their overall instructional performance. Having prior knowledge of the material and information and experience with the equipment and/or specimens was also valuable.

S.T.A.R. instructors’ reflections on their training and how it was helpful during instruction results in nine S.T.A.R. instructors reporting that they did not have training related to that specific instruction: not all experiences require specific trainings. However, eight of the seventeen responses reported that parts of their training were helpful to/during their instruction. Of those eight, six reported that reviewing lesson plans and station slideshows and practicing delivery was helpful. One of the eight responses reported that information regarding the students’ content knowledge of the topic and helping create station slideshow content was helpful. One instructor response reported that it was helpful to have information about the equipment and specimens.

Supporting reflections:

• “For this class, I didn't have much training since I came in a few minutes before the class started. Nonetheless, I had prepared by reviewing the class lesson provided to me by email, which was sufficient in helping me get ready.”
• “I think knowing what the kids learned in their classes beforehand helped me give them more relevant information that they would know. Also, helping in creating the slides for the class helped me better prepare and know how to present.”
• “Going over the slides on my own and having the ability to practice them at home helped me.”

To determine how S.T.A.R instructors impact student learner engagement during curricular experiences, we utilized qualitative data from one S.T.A.R. instructor post-instructional reflection question and two classroom teacher reflections. Additionally, we combined qualitative data with quantitative data within the overall engagement levels assessed during each experience. Utilizing this approach, we found the following:

Hands-on Cross-Age Curricular Experiences Result in High Engagement

All 11 teacher reflections indicated that curricular experiences were extremely effective in keeping students engaged during the experience. When asked how teachers felt about the overall effectiveness of the S.T.A.R instructor instructional performance, all teachers responded that S.T.A.R instructors are effective and engaging throughout the curricular experience. Teachers provided written responses when asked if they felt it was beneficial to have high school students teaching their students and if so, why. All responses were positive and some mentioned that everyone wins when students teach students.

Supporting reflections:

• “The students were engaged. I received a few parent emails saying that the students went home excited about the lab.”
• “It’s a win for everyone! Teaching the younger students helps both parties.”
• “Students, especially high school students, listen best to other students.”

In addition to teacher reflections, S.T.A.R. instructor reflections reported high student engagement, specifically productive engagement, and evidence S.T.A.R. instructors used to evaluate student productive engagement. Sixteen out of 17 responses reported that students were productively engaged. Fifteen of the responses references students answering or asking questions as evidence of productive engagement. Nine responses reported interaction with station specimens and equipment as the indicator of productive engagement. Six responses reported active participation in the form of providing observations, ideas, and relevant information as indication of productive engagement. Overall, S.T.A.R. instructors reported that the majority of classes showed productive engagement and stated that they knew students were engaged when they interacted with specimens and equipment, actively participated in activities by sharing their observations, related information, providing ideas and answered and asked questions.

Supporting reflections:

• “The students showed engagement by how excited they were. For the most part they were willing to listen and participate in looking through the microscope and choosing specimens to view.”
• “Most of them, yes!!! Their shock and surprise when I showed the pictures with bones rather than just toy photographs was such a good indicator that they actually were engaged.”
• “Yes. They were very intrigued by the plants I showed them and answered the questions I asked them.”

Lastly, thirty-seven curricular experiences were evaluated for student engagement and behavioral/attention issues. Of the 37 experiences, 36 were evaluated as having an overall high student engagement level. One of the experiences was evaluated as having an overall medium student engagement level due to a high level of behavioral/attention issues. Thirty four of the 37 curricular experiences reported no behavioral/attention issues. Two of the experiences were determined to have a medium level of behavioral/attention issues. Overall, curricular experiences, even when medium or high levels of behavioral/attention issues occur, result in a medium to high level of overall student engagement.

In conclusion, the data collected shows that the S.T.A.R. scientific curricular experience program has had a positive impact on S.T.A.R. instructor self-efficacy and on student engagement.

In the future, we hope to evaluate student assessment data to determine the effectiveness of our S.T.A.R. instructors on student learning performance.  

Implications

The findings of this research study confirm what educators have known for centuries, students teaching students is beneficial for everyone involved. It's important that educators can see how quickly they can implement a program similar to this one using older high school students or local undergraduate students. Hopefully, educators will provide older students with more opportunities to help teach younger students. These positive findings re-emphasize the importance of cross-age instruction. Research on cross-age instruction is clear on its’ benefits for both the student instructor and learner. We encourage educators to increase scientific cross-age instructional experiences and allow their students to share in the enjoyment and wonder of learning and teaching science.

References