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Murray NG, Opuni KA, Reininger B, et al. A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students. 2009;84:803-11doi: 10.1097/ACM.0b013e3181a425e7.
Murray, N. G., Opuni, K. A., Reininger, B., Sessions, N., Mowry, M. M., & Hobbs, M. (2009). A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students. 84803-11. https://doi.org/10.1097/ACM.0b013e3181a425e7
Murray, N G, et al. "A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students." vol. 84 (2009): 803-11. doi: https://doi.org/10.1097/ACM.0b013e3181a425e7
Murray NG, Opuni KA, Reininger B, Sessions N, Mowry MM, Hobbs M. A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students. 2009;84:803-11. doi: 10.1097/ACM.0b013e3181a425e7. UIID-AD: 2818.
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2009;84:803-11. doi: 10.1097/ACM.0b013e3181a425e7.

A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

N G Murray, K A Opuni, B Reininger, N Sessions, M M Mowry, M Hobbs

UIID-AD: 2818 DOI: 10.1097/ACM.0b013e3181a425e7

Abstract

PURPOSE: To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. METHOD: From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. RESULTS: At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. CONCLUSIONS: HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

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