The DOI matches its Crossref record; 64 of the 66 references it cites were found in a registry or an index.
HOW SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) PROJECT-BASED LEARNING (PBL) AFFECTS HIGH, MIDDLE, AND LOW ACHIEVERS DIFFERENTLY: THE IMPACT OF STUDENT FACTORS ON ACHIEVEMENT
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In the citing paper
“the convergent parallel mixed methods design is best suited for this study, to compare the results of the quantitative and qualitative data that were collected simultaneously.”
From FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices (2022) · cites this paper as [48]
In the citing paper
“The data collection and analysis applied the convergent parallel model for mixed methods analysis using qualitative and quantitative tools, with equal weight attributed to the qualitative and the quantitative data collected [48], [50], [51].”
From FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices (2022) · cites this paper as [48]
In the citing paper
“The influence of STEM exposure is stronger on women than on men, although fewer women participate in the program than men, as presented in other studies [3], [43], [48].”
From FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices (2022) · cites this paper as [48]
In the citing paper
“The influence of STEM exposure is stronger on women than on men, although fewer women participate in the program than men, as presented in other studies [3], [43], [48].”
From FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices (2022) · cites this paper as [48]
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Metadata
- Authors
- Han, S., Capraro, R., & Capraro, M. M.
- Affiliations
- Texas Tech University (US)
- Texas A&M University (US)
- Corresponding author
- Han, Sunyoung
- Venue
- International Journal of Science and Mathematics Education
- Published
- 2014-03-14
- Volume
- 13
- Issue
- 5
- Pages
- 1089-1113
- ISSN
- 1571-0068 (ISSN-L)
- 1573-1774
- OpenAlex
- W2094322391
- Cited by
- 496
- References
- 66
- Citations by year
- 2026: 22 · 2025: 40 · 2024: 50 · 2023: 53 · 2022: 52 · 2021: 62 · 2020: 76 · 2019: 71 · 2018: 36 · 2017: 18 · 2016: 9 · 2015: 6 · 2014: 1
- FWCI
- 41.69
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- International Journal of Science and Mathematics Education (publishedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › STEM Education
- Social Sciences › Education › Mathematics Education and Pedagogy
- Keywords
- STEM project-based learning, mathematics achievement, high school students, achievement gap, underachieving students, student demographics, ethnicity, economic status, teacher professional development, Texas Assessment of Knowledge and Skills
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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