MS Study Results

EVALUATION OF MAD SCIENCE^®: EDUCATIONAL SCIENCE ENRICHMENT FOR CHILDREN

SUMMARY OF KEY FINDINGS

In the fall of 2005, The Mad Science^® Group commissioned an evaluation study with Char Associates, an independent research group in Montpelier, Vermont, to assess the educational impact of Mad Science^® on school children in the United States.

This national study examined whether exposure to Mad Science^® positively affects children’s interest in, and understanding of, science, as compared to children who have not had exposure to Mad Science^®.

The educational impact of Mad Science^® on school children was assessed by selecting a random sample of third grade students (n=470) representing four regions across the United States. Classrooms within each region were randomly assigned by the evaluation team to either "Experimental" (Mad Science^®) or "Comparison" (Non-Mad Science^®) groups. All Mad Science^® (experimental) classrooms received two 60-minute science presentations focusing on space science.  All classrooms (experimental and comparison) were administered pre-test and post-test student surveys assessing students' science content knowledge related to space science, and attitudes towards science.  The post-test was administered to the experimental group approximately one week following the second Mad Science^® visit.  Analysis of the surveys involved both quantitative and qualitative data analysis.

1. INCREASED SCIENCE CONTENT KNOWLEDGE

    

   Students who participated in Mad Science^® showed significant change in their science content knowledge in space-related science on average, with an increase from 46% correct at pre-test to 65% correct post-test, a 19% increase in score.  In contrast, comparison group students showed very little change in their science content knowledge with a slight increase form 47% to 50% on average, a 3% gain in performance.  The difference in pre to post-test gains between groups was found to be statistically significant.

    

2. INCREASED INTEREST IN SCIENCE

    

   Students participating in Mad Science^® reported greater interest in space-related science after participation, with an increse from 21.6% who reported high interest in their pre-tests to 32.2% post-test.  Comparison group students reported no change in their level of interest (22.3% pre and post).

    

3. INCREASED ATTITUDE THAT SCIENCE IS "FUN"

    

   A significantly higher percentage of students who participated in Mad Science^® reported a change in their attitudes that "science is fun" after their experience (70% at pre-test to 83% post-test).  In contrast, comparion group students reported minimal change (67% at pre-test to 68% post-test).

    

4. INCREASED INTEREST IN SCIENCE IN LOW AND MODERATE INTEREST STUDENTS 

39% of students with a low interest in science prior to exposure to Mad Science^® experienced an increase in their level of interest in science to either moderate or high after experiencing Mad Science^®.  

29% of students with a moderate level of interest in science prior to exposure to Mad Science^® experienced an increase in their level of interest in science to high after experiencing Mad Science^®. 

sharonk@madscience.org