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Promoting girls’ engagement and performance in blended STEM courses

Despite the growing importance of Science, Technology, Engineering and Mathematics (STEM) education, girls and women are still underrepresented in STEM courses and professional careers. Though claims are made about the positive impact of particular instructional interventions such as blended learning, however, more empirical evidence is needed. This study investigates how blended learning can be integrated to improve secondary school girls’ engagement and performance in STEM courses. To this purpose, a mixed method design-based research design will be applied. Ultimate goal is to develop a theoretically sound and evidence-based model with course design principles. Findings from this study will contribute to the current body of knowledge in both fields, and will be beneficial for teachers, program coordinators and instructional designers.
Date:21 Dec 2018  →  30 Sep 2020
Disciplines:Continuing education and lifelong learning