Georgia Science Olympiad: NSF Evaluation Project

NSF Evaluation Project: Executive Summary

Introduction

An evaluation of the impact of Georgia Science Olympiad was conducted from 1999-2002 to collect data and use findings to understand the nature of Science Olympiad for students and teachers. About 80 schools were involved to varying degrees. Qualitative data from interviews, questionnaires, a survey, and participant observations were analyzed using qualitative content analysis. This work was supported by NSF grant REC-0196240.

Student Participants

The vast majority of S.O. students are A/B students in science and mathematics and participate in multiple extracurricular activities (band, sports, academic clubs, school publications, etc.) in addition to S.O. In addition, S.O. attracts some students who are not high achievers in science classes, but who enjoy hands-on applications of science, mathematics, and engineering concepts and skills.

Findings

Findings were separated into impact on students and impact on science instruction or curriculum.

Impact on Students

• Collaboration - student team members learn and refine teamwork skills and strategies.
• Competition - students enjoy academic competition with students from other schools in an atmosphere of competing and sharing information and skills and demonstrate pride in individual and team accomplishments at tournaments.
• The vast majority of students asserted that they enjoy science and science classes more than before participation in S.O.
• The majority of students indicate that they learn new science and mathematics concepts and skills that they had not previously studied in regular classes.
• Most students learned to use scientific equipment they had never used previously and about half used new technology, computers or software, or learned new uses for technology.
• Over half of the students asserted that they gained new insights in Science Olympiad about how scientists work.
• The majority of students said that, through S.O., they realized both women and men can be equally competent scientists.
• Many students identify new science courses they would like to take in subsequent years as a result of participation in S.O. and identified new career options in science as a result of participation in S.O.
• Students learned some areas of science more in greater breadth and depth than in traditional science classes including areas not studied in traditional science classes.
• Students engage in creative hands-on problem-solving in S.O. events.
• Students improve individual and collaborative problem-solving strategies and learn the importance of trial and error in science and develop critical thinking skills.
• Many students demonstrate increased self-confidence or self-esteem.

Impact on Science Instruction or Curriculum and S.O. Facilitation:

• most coaches indicated they use S.O. events or activities in their classroom instruction
• some middle schools are incorporating S.O. as an elective exploratory course
• one middle school is incorporating S.O. across the curriculum to all students with all teachers teaching at least one event
• over half of the students said that S.O. events should be used in regular science classes

NSF Evaluation Project: Project Summary (pdf)

This is the nine page final summary project report.