Teacher Level Factors and Student Achievement in a Cyber-Enabled Engineering Education Professional Development Program

Authors

Wei Zakharov, Purdue UniversityFollow
Johannes Strobel, University of Missouri, ColumbiaFollow
Heidi A. Diefes-Dux, University of Nebraska-LincolnFollow

Date of this Version

2020

Citation

Zakharov, W., Strobel, J., & Diefes-Dux, H.A. (2020). Teacher level factors and student achievement in a cyber-enabled engineering education professional development program. International Journal of Research in Education and Science (IJRES), 6(1), 48-60.

Comments

An open access journal

Abstract

This study investigates the impact of an elementary engineering education teacher professional development program on student learning. The results show a significant increase in students’ knowledge in science from pre- to post-test as well as in engineering design from grade two to grade four. Further, the study uses multilevel modeling to quantitatively analyze the impact of differences among teachers on the engineering design achievement of their students. Different predictive relationships between demographic and social capital factors at the teacher level and student achievement are identified and implications for educational policymaking and practices are discussed.