Blended Learning Training for Mentors of STEM Team Competitions
2015
This paper describes the findings of a research study of a blended-learning approach to train mentors of
teams in the Botball® Educational Robotics Program. Botball is an international team-based robotics
competition for secondary students designed to build skills in computer programming, robotics, teamwork,
and problem solving. For this study, we recruited new teams comprising 8-10 middle school students per
team and a mentor. Teams were randomly assigned to one of three treatment groups or a control group.
Mentors of teams in the experimental groups received training in one of three types of mentor practices: best
practices, mentoring for self-efficacy, or a combination of best practices and self-efficacy. The training
format consisted of web-based self-paced tutorials, a face-to-face workshop, and webinars. Dependent
variables were student post-test scores on three assessments: Efficacy for Science-Related Jobs, STEM
Achievement-Related Choices, and STEM Self-Efficacy. A priori statistical analyses showed no difference
between the groups; however, post hoc analyses showed that the use of self-efficacy techniques was
positively related to the three dependent measures. Post-competition surveys of mentor practices indicated
that students in the treatment groups did not appear to receive distinctly different treatments, revealing some
of the potential challenges of the blended learning approach for professional development of teachermentors.
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