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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