Evaluating the Impact of Authentic Research on Secondary Student Self-efficacy and Future Scientific Possible Selves

Background As the need to involve more students in STEM learning and future careers becomes more pressing, identifying successful methods of engaging students in meaningful scientific learning that increases their interest in science is essential. Student self-efficacy (their confidence or belief in their ability to accomplish tasks) is closely tied to student interest in science, as is student future scientific possible selves. Material and Methods This manuscript presents the findings of a study that evaluated the Clean Air and Healthy Homes Program (CAHHP), which provides students the opportunity to design and implement authentic scientific research on indoor air quality issues. The program's influence on student self-efficacy, scientific research and experimental design skills, and future scientific possible selves was examined. Students (n=169) from six schools completed a pre- and post-assessment at the beginning and end of the program. Results Results showed the greatest impact on student research self-efficacy, along with improvement in student research and experimental design skills. Conclusions We conclude that programs promoting authentic learning opportunities aligned with the most recent national science standards show great promise in improving both student interest and skills in science.