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Influence of SciFest on Irish students in developing interest in science, technology, engineering, and mathematics and 21st-century skills in preparation for competing in a global economy
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Influence of SciFest on Irish students in developing interest in science, technology, engineering, and mathematics and 21st-century skills in preparation for competing in a global economy
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Content
Running head: INFLUENCE OF SCIFEST 1
INFLUENCE OF SCIFEST ON IRISH STUDENTS IN DEVELOPING INTEREST IN
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS AND
21ST-CENTURY SKILLS IN PREPARATION FOR COMPETING IN A
GLOBAL ECONOMY
by
Raquel Gasporra
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2019
Copyright 2019 Raquel Gasporra
INFLUENCE OF SCIFEST 2
Dedication
This dissertation is dedicated to my family for all of their love, encouragement, and moral
support. First and foremost, I dedicate this work to my parents, Ralph and Esther Gasporra, for
their shining example of love and dedication. I am who I am today and have attained all I have
because of their guidance, selfless sacrifices, and unending love. I am forever thankful for their
constant belief in me and their encouragement to pursue my dreams.
I also dedicate this work to my husband, Lance Lopez, for his love and support while I
completed the doctorate program. He held up the home front with a positive and encouraging
attitude for the past several years while I worked on my studies. I know it was not always easy
and that this process was a sacrifice for him as well. For this, I am eternally grateful.
This dissertation is also dedicated to my siblings: Margaret, Ralph, Andrea, and Paulette.
I am blessed to have them as family and thankful for their understanding, love, and support
throughout the years. Their influence and presence in my life have and always will be instrumen-
tal.
This work is also dedicated to my three nephews: Ryan, Adam, and Cory. Watching the
three of them grow up into the young men they are today has been one of my greatest joys in life.
I am proud of the men that they have become and the dreams that they aspire to attain in the
future.
I further dedicate this dissertation to my two great nieces, Mariah and Zoey. These two
girls have brought so much joy, happiness, and love to the Gasporra family. May they continue
to sparkle, shine, and dream big!
INFLUENCE OF SCIFEST 3
Finally, I dedicate this dissertation to my late father-in-law, Frank Lopez, who had a deep
love for USC. His excitement and encouragement for me when I first began the program were
heartwarming. I hope that I have made him proud.
Fight on!
INFLUENCE OF SCIFEST 4
Acknowledgments
The ability to attain a doctorate degree at the University of Southern California has been a
dream come true and one of the most memorable experiences in my life. With this in mind, I
have had this incredible opportunity with the help and support of several amazing people.
First and foremost, I want to thank and acknowledge my dissertation chair, Dr. Michael
Escalante, for having the vision, passion, and dedication to assist K–12 educational leaders in
attaining their doctorates. His guidance and support have been instrumental in assisting this
executive cohort from our very first day in the program. I am thankful that he shared his wisdom,
expertise, time, and experience with each of us.
None of this would be possible without the support of two outstanding superintendents. I
am indebted to my former superintendent, Dr. Ron Carruth, for allowing me to leave work early
to attend classes and for supporting me throughout the doctoral process. As well, I am forever
grateful to my superintendent and fellow Trojan, Dr. Maria Martinez-Poulin, for her encourage-
ment and support.
I am indebted to 16 exceptional educational leaders who shared this journey with me.
Learning from them and with them helped me in so many ways. I will be forever appreciative of
their collaboration and camaraderie. I particularly want to acknowledge two colleagues and
fellow researchers, Jennifer Graziano and Joshua Randall. I am thankful for their friendship,
encouragement, and unending support throughout this process. I would not have been able to do
this without them.
A very special thank you goes out to Sheila and George Porter for granting us access to
schools in the area of Dublin, Ireland and for allowing us the opportunity to study SciFest.
Without their assistance, this project would not have been possible.
INFLUENCE OF SCIFEST 5
Table of Contents
Dedication 2
Acknowledgments 4
List of Tables 8
List of Figures 10
Abstract 11
Chapter One: Overview of the Study 13
Statement of the Problem 14
Purpose of the Study 15
Research Questions 15
Significance of the Study 16
Limitations of the Study 17
Delimitations of the Study 17
Assumptions of the Study 18
Definitions of Terms 19
Organization of the Dissertation Proposal 21
Chapter Two: Review of the Literature 23
Globalization 25
Overview and Definition 25
History of Globalization 25
Technology’s Influence on Globalization 27
Globalization’s Influence on Education 29
Ireland 32
History and Political Overview 32
Economic History 34
Influence of Economics on Educational Policy 39
Ireland’s Education System 41
Historical Overview 41
Current Education in Ireland 43
Twenty-First Century Skills and Competencies 46
Educational Reform in the 21st Century 51
Project-Based Learning 52
STEM 54
Science and Technology Fairs 63
Theoretical Frameworks 67
Globalization 67
Twenty-First-Century Skills and Competencies 68
STEM PBL 69
Leadership 69
Gender 70
Chapter Summary 71
Chapter Three: Research Methodology 72
Research Design 73
Research Team 75
INFLUENCE OF SCIFEST 6
Sample and Population 76
Educators, Students, and Parents 78
Business and Industry Leaders 78
Political Leaders and Educational Policymakers 79
Instrumentation 79
Interview Protocols 80
Observation Protocols 83
Survey Protocols 84
Data Collection 86
Data Analysis 88
Validity and Reliability 90
Ethical Considerations 91
Chapter Summary 92
Chapter Four: Results 93
Research Design 95
Research Team 96
Participants 96
Interviewed Participants 98
Observation Participants 98
Survey Participants 98
Data Analysis 98
Findings for Research Question #1 99
Theme 1: Participation in SciFest Supports Students’ Success on Exams Such as
the Junior Certificate Exam, the LCE, and Ireland’s New Classroom-Based
Assessments 99
Theme 2: SciFest Further Develops 21st-Century Skills and Strategies That Help
Prepare Students for State Assessments 109
Findings for Research Question 2 116
Theme 1: School Leadership Provides Support for SciFest Participation 116
Theme 2: There Are Qualities That School Leaders Exhibit That Influence
SciFest Participation 122
Findings for Research Question 3 128
Theme 1: SciFest Builds Female Students’ Confidence in STEM Subjects 128
Theme 2: There Are Barriers for Female Students’ Participation in STEM
Subjects 133
Theme 3: SciFest Helps Create a Pathway to Increase Female Students’
Participation in STEM 141
Findings for Research Question 4 150
Theme 1: SciFest Influences Students’ College and Career Choices for the 21st
Century 151
Theme 2: Participants in the Study Perceive SciFest Contributes to the
Development of Ireland’s Human Capital and Economic Prosperity 165
Chapter Summary 171
Chapter Five: Discussion, Recommendations, and Conclusions 175
Summary of Findings 178
Research Question 1 178
INFLUENCE OF SCIFEST 7
Research Question 2 179
Research Question 3 180
Research Question 4 181
Implications for Practice 182
Recommendations for Future Research 185
Conclusions 186
References 188
Appendices
Appendix A: Recruitment Letter to Principal 196
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 197
Appendix C: Business and Industry (MNCs) Interview Protocol 199
Appendix D: School Leader Interview Protocol 201
Appendix E: Teacher Interview Protocol 203
Appendix F: Student/Parent Interview Protocol 205
Appendix G: Classroom Observation Protocol 207
Appendix H: SciFest Observation Protocol 210
Appendix I: Survey Protocol for School Administrator or Teacher 213
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy
Maker 217
Appendix K: Survey Protocol for Parent of Second-Level Student 221
Appendix L: Survey Protocol for Student Participation in SciFest 225
Appendix M: Information/Fact Sheet for Exempt Research 229
INFLUENCE OF SCIFEST 8
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 83
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 87
Table 3: Summary of Participants, Their Organization/Position, and Data Type(s) 97
Table 4: Responses Indicating That School Leadership and Teachers Encourage
Participation in SciFest to Support Student Success on State Examinations:
Case Study School (CSS) Students and Other Schools’ Students 101
Table 5: Participation in SciFest Prepares Students to Be Successful on State Examina-
tions: Responses From Case Study School (CSS) Students and Other
Schools’ Students 102
Table 6: Participation in SciFest Prepares Students to Be Successful on State Examina-
tions: Responses From Business Leaders and Educational Policymakers 103
Table 7: Use of Inquiry-Based Learning to Influence SciFest Participation: Responses
From Case Study School (CSS) Students and Other Schools’ Students 110
Table 8: SciFest Provides Opportunities for Students to Develop 21st-Century Skills:
Business Leaders and Educational Policymakers 111
Table 9: School Leadership and Support for SciFest Participation: Responses From
Case Study School (CSS) Students and Other Schools’ Students 118
Table 10: School Leadership and Support for SciFest Participation: Responses From
Business Leaders and Educational Policymakers 118
Table 11: School Leadership Is a Positive Influence on SciFest Competitions: Responses
From Case Study School (CSS) Students and Other Schools’ Students 123
Table 12: School Leadership Is a Positive Influence on SciFest Competitions: Responses
From Business Leaders and Educational Policymakers 123
Table 13: SciFest Participation Enhances STEM Educational Development: Responses
From Case Study School (CSS) Female Students and Other Schools’
Female Students 129
Table 14: Responses to How Parental Encouragement and Female Role Models Influence
SciFest Participation: Case Study School (CSS) Female Students and Other
Schools’ Female Students 135
INFLUENCE OF SCIFEST 9
Table 15: Responses to Benefits of SciFest Participation for Students: Case Study School
(CSS) Students and Other Schools’ Students 154
Table 16: Responses Regarding Benefits of SciFest Participation for Students: Business
Leaders and Educational Policymakers 155
Table 17: Responses Regarding SciFest Participation Allows Students to Develop Skills
Needed in a Global Economy: Case Study School (CSS) Students and
Other Schools’ Students 166
Table 18: Responses Regarding SciFest Participation Provides Opportunities for Students
to Develop Skills Needed in a Global Economy and Multinational
Corporations (MNCs) Are an Important Partner in SciFest: Business
Leaders and Educational Policymakers 167
INFLUENCE OF SCIFEST 10
List of Figures
Figure 1: Framework for 21st-century student outcomes and support systems 48
Figure 2: Diagram of theoretical frameworks for study 68
INFLUENCE OF SCIFEST 11
Abstract
Globalization efforts and economic sustainability have led to Ireland’s economic policies
and educational initiatives that focus on preparing their workforce for the 21st century. Through-
out the years, the plethora of science, technology, engineering, and mathematics (STEM)-based
multinational corporations (MNCs) in Ireland have created an economic need for the country to
supply a steady STEM pipeline from which these corporations can recruit. Hence, Ireland’s
STEM educational initiatives aim to increase and improve STEM opportunities and STEM
instruction.
This study examined schools in the area of Dublin, Ireland, and their engagement with
SciFest, a science and technology fair. Of particular focus was how SciFest helped students
prepare for state exams, such as the Leaving Certificate, Junior Certificate, and Ireland’s new
classroom-based assessments. It also studied the influence that school leaders had on students’
SciFest participation. The study further explored how SciFest influenced female students’
decisions to pursue STEM subjects as well as stakeholders’ perceptions of SciFest’s value.
A mixed-methods approach, predominantly qualitative, was used to conduct this study.
The study found that SciFest provided informal and indirect preparation for state examinations
by furthering the development of 21st-century skills and increasing students’ content knowledge.
Importantly, school leadership played an essential role in ensuring the successful implementation
of SciFest, and it was found that SciFest served as a pathway for encouraging female students’
participation in STEM. It indicated that female students who participated in SciFest built their
confidence in STEM subjects. Stakeholders’ perceptions suggested that SciFest can influence
students’ decisions regarding continuing STEM subjects in college and in career choices and
INFLUENCE OF SCIFEST 12
identified SciFest as a positive contributor to Ireland’s future workforce. Thus, SciFest has the
potential to influence Ireland’s global and economic growth.
INFLUENCE OF SCIFEST 13
CHAPTER ONE: OVERVIEW OF THE STUDY
Technological advances in communication tools and transportation modes have led to
global interconnectedness and have impacted economies around the world (Friedman, 2006).
This increase in interconnectedness has contributed to globalization, described by Friedman
(2006) as a flattening phenomenon. Countries such as Ireland have implemented economic
measures to attract and retain multinational corporations (MNCs) and foreign direct investments
(FDIs) in order to catapult the country’s economy and to remain globally competitive (Buckley &
Ruan, 2006; Jacobson, Kirby, & O’Broin, 2006).
Now more than ever, countries are concerned with increasing their human capital by
expanding the knowledge base because reliance upon the 21st-century skill sets of their populace
and each individual’s capability to connect and compete on a global level is critical (Friedman,
2006). As a result, it has become increasingly important for countries to invest in their educa-
tional systems so that citizens can compete globally and countries can sustain economic growth
(Stewart, 1996).
There has been much educational discourse regarding Ireland’s economic prosperity and
adequate preparation for the science, technology, engineering, and mathematics (STEM) labor
force as well as the need to address the lack of females in STEM fields (STEM Education
Review Group, 2016). Of particular note are Ireland’s educational initiatives that have focused
on STEM education and student participation in science and technology fairs, such as SciFest
(STEM Education Review Group, 2016). SciFest is a voluntary science competition for second-
level students in Ireland that promotes STEM through active, collaborative, inquiry-based
learning (IBL; SciFest, 2017a).
INFLUENCE OF SCIFEST 14
This study explored the ways in which schools engage in SciFest while meeting the need
to prepare students for Ireland’s LCE. It also sought to understand how school leadership influ-
ences SciFest participation and how participation in SciFest influences female students’ interests
in furthering their studies in STEM fields. Additionally, opinions regarding the value of SciFest
were gathered from the perspectives of teachers, principals, parents, students, civic leaders,
college/university professors, and business leaders.
Statement of the Problem
This research study examined student participation in educational initiatives, such as
science and technology fairs, that target the further development of 21st-century skills and STEM
education in order to suitably prepare students for the global workforce in an ever- evolving,
knowledge-based economy. Thurow (2000) noted that the shift to knowledge-based economies
enables governments to increase their global economic capacities and, as a result, increase their
nations’ economic wealth. Literature suggests that STEM education is in a bleak state and that
students are often underprepared for STEM careers (Bertram & Forbes, 2014; Merrill &
Daughtery, 2010). Research also suggests that women are underrepresented in the STEM fields
(Regan & DeWitt, 2015). STEM educational initiatives that encapsulate the teaching and
learning of transferable skills applicable in a global economy are particularly relevant to meet the
demands of both the country and the labor force (Ananiadou & Claro, 2009; Spring, 2008;
Wagner, 2008; Wagner, 2012). Thus, the need for examining student participation, with a
particular emphasis on female participation, in science and technology fairs such as SciFest is of
paramount importance.
INFLUENCE OF SCIFEST 15
Purpose of the Study
The purpose of this study was to understand the influence of globalization and educa-
tional policy on the development of 21st-century skills through implementation of STEM educa-
tion, instructional practices, and student participation in the SciFest science competition. The
study examined how school leadership influences student participation in SciFest and how
schools engage in SciFest while preparing students for the state examinations. Additionally, this
study investigated how SciFest influences female students’ interest in STEM courses and stake-
holders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce.
Research Questions
Four research questions guided the study:
1. How do schools engage in SciFest while preparing students for the Leaving Certifi-
cate Examination (LCE)?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/uni-
versity professors, and MNCs have regarding the value of student participation in SciFest?
Six frameworks guided the study: (a) Bolman and Deal’s (2008) organization theory that
involved the four leadership frameworks: structural, human resource, political, and symbolic; (b)
Friedman’s (2006) description of the evolvement of globalization as a progressively flattening
phenomenon; (c) Spring’s (2008) insights regarding the important role that education plays in
teaching 21st-century skills to create and sustain a country’s position in a global economy; (d)
INFLUENCE OF SCIFEST 16
Slough and Milam’s (2013) work that provides a framework for utilizing project-based learning
(PBL) when teaching STEM subjects; (e) Wagner’s (2008) work that encourages innovative
educational strategies, such as STEM PBL, as an effective means for developing 21st-century
skills while increasing the knowledge and skill sets of students in STEM subjects; and (f)
Acker’s (1987) work regarding feminist theory as it pertains to gender and education. Each of
these frameworks was particularly valuable in understanding the intricate views and important
research that influenced this study.
Significance of the Study
The flattening phenomenon has transformed the world to be limitless in connectivity with
those around the globe (Friedman, 2006). While globalization has a substantial impact on
worldwide economies, countries such as Ireland have taken measures to attract and retain MNCs
and FDIs to remain competitive in the global arena (Buckley & Ruan, 2006; Jacobson et al.,
2006). Educators, politicians, economists, and business leaders in Ireland have engaged in much
discussion regarding shared concerns of the country’s economy and preparing the workforce for
STEM careers (STEM Education Review Group, 2016). With these concerns in mind, Ireland’s
educational initiatives have focused on STEM education and participation in science and technol-
ogy fairs, such as SciFest (STEM Education Review Group, 2016). Thus, this study sought to
contribute to a greater understanding of factors that influence SciFest participation and the value
of SciFest for teachers, principals, parents, students, civic leaders, college/university professors,
and MNCs.
Of particular note, this study aimed to understand SciFest’s influence, if any, on female
students’ interest in pursuing STEM education. In Ireland, women are significantly underrepre-
sented in STEM fields (STEM Education Review Group, 2016). Consequently, the study should
INFLUENCE OF SCIFEST 17
contribute to the literature that addresses female students’ interest in continuing their STEM
educational coursework as well as the gender imbalance that exists in STEM education and
STEM careers.
Limitations of the Study
There were several limitations of the study. The first limitation was the time to collect
the data. The research team was limited to 10 days to conduct interviews, observations, and
surveys with the participants. Thus, the richness of data was dependent upon the researchers’
access to chosen participants and their availability and willingness to participate during the
specified time frame (McEwan & McEwan, 2003).
The validity of the data was dependent upon the chosen quantitative and qualitative
instruments and the research team members’ methods for collecting the data (Merriam & Tisdell,
2016). Each research team member was reliant on other team members to collect data. More-
over, researchers may have varied in their depth of data collection as well as the follow-up
questions asked of participants, although the data will be triangulated to increase credibility
(Merriam & Tisdell, 2016).
Not all of the participating schools were inclusive of both genders. Some of the partici-
pating schools are all-boy schools; thus, the data gathered from these schools might be limited
with respect to Research Question 3, which pertains to the influence of SciFest on female stu-
dents’ interests.
Delimitations of the Study
Delimitations of a study are “concerned with the extent to which the findings of one study
can be applied to other situations” (Merriam & Tisdell, 2016, p. 253). Thus, due to the specific-
ity of the study in terms of location as well as the convenience and purposeful sampling of the
INFLUENCE OF SCIFEST 18
respondents, the findings were limited to the SciFest participants in Ireland; generalizing this
study to a larger population would be difficult (McEwan & McEwan, 2003). The schools were
not randomly chosen, as selection was based on connections with SciFest leaders and the school
administrators.
The study involved students in secondary schools, with some consideration for females
and no consideration for socioeconomic status, race, or other demographics. Another delimita-
tion was the intended purpose of the study: to understand the influence of globalization and
educational policy on the development of 21st-century skills through implementation of STEM
education, instructional practices, and student participation in SciFest. Additionally, the study
intended to learn how school leadership influenced student participation in SciFest as well as
how schools engaged in SciFest while preparing students for the LCE.
Assumptions of the Study
The following assumptions were made for this study:
1. Ireland’s educational system has been influenced by globalization and MNCs.
2. Some schools in Ireland participate in science and technology fairs, such as SciFest.
3. Schools incorporate STEM education, 21st-century skills, and inquiry-based
instructional strategies to prepare students for their future.
4. School leaders have influenced SciFest participation.
5. Students have engaged in SciFest while preparing for the LCE.
6. There are various factors that influence female students’ interests in pursuing STEM
education and STEM careers.
7. The instrument protocols (interview, survey, and observation protocols) were valu-
able tools to obtain accurate, reliable, and valid information.
INFLUENCE OF SCIFEST 19
8. A mixed-methods approach, predominantly qualitative with limited quantitative, was
appropriate for this study.
Definitions of Terms
The following terms are defined for application within this study:
Foreign direct investment: An investment involving a long-term business relationship
with a corporation that has roots in a separate country but conducts business in a host country
(Buckley & Ruane, 2006).
Globalization: The process of interaction and integration among the people, companies,
and governments of different nations; a process driven by international trade and investment
aided by information technology (Globalization 101, 2017). Globalization also refers to the flat-
tening phenomenon that has contributed to the ever-increasing connectivity of people around the
world on various levels beyond economics such as politics, religion, and education (Altbach,
2007; Chanda, 2007; Fagan, 2002; Friedman, 2006).
Human capital: The skills, knowledge, and/or experience of an individual or population
that is either an asset or detriment to the economic development at the local, regional, national,
and international levels (Spring, 2008).
Inquiry-based learning: A method of instruction that emphasizes curiosity and observa-
tions as students engage in real-world problem solving and experimenting using critical thinking
skills to make meaning out of gathered evidence (STEM Education Review Group, 2016).
Junior Cycle: The education period of Irish secondary students in the age range of 12 to
15 years. At the completion of Junior Cycle coursework, students partake in Ireland’s first state
exam known as the Junior Certificate exam (Banks, Byrne, McCoy, & Smyth, 2014; Childs,
2001).
INFLUENCE OF SCIFEST 20
Knowledge-based economy: An economy that is dependent upon the knowledge and
skills of all workers in which workers have a growth mindset and incorporate the idea of lifelong
learning, adaptability, and interconnectedness to remain competitive in the global market
(Spring, 2008).
Leaving Certificate: A series of seven subject exams that are taken at the completion of
Irish schools’ Senior Cycle; the scores are used for selecting candidates for third-level course-
work (Childs, 2001).
Multinational corporations: Transnational corporations that are comprised of highly
organized networks that deliver products and services worldwide (Buckley & Ruane, 2006).
Project-based learning: An inquiry-based, student-driven, teacher-facilitated approach to
situational learning in which students engage in real-world problem solving in the form of a
driving question or problem that students work collaboratively to solve. As students work in
groups, they utilize various theories and apply relevant concepts to produce artifacts that demon-
strate their learning (Bell, 2010; Han, Yalvac, Capraro, & Capraro, 2015; Krajcik & Blumenfeld,
2006).
Science and technology fairs: Competitions that encourage students to participate in
STEM fields while partaking in hands-on learning opportunities that increase students’ under-
standings of science concepts and enhance their problem-solving and higher order thinking skills
as they navigate through the inquiry process and develop projects (Bellipanni & Lilly, 1999;
Bencze & Bowen, 2009; Czerniak & Lumpe, 1996; McComas, 2011; STEM Education Review
Group, 2016). In Ireland, SciFest is an example of a science and technology fair (SciFest, 2017a,
SciFest, 2017b).
INFLUENCE OF SCIFEST 21
Science, technology, engineering, and mathematics: An interdisciplinary educational
approach requiring students to solve problems that demonstrate their mastery of two or more
disciplines through the hands-on PBL strategy (Capraro & Slough, 2013).
SciFest: A voluntary science competition inclusive of local, regional, national, and
international levels for secondary students in Ireland. This program encourages STEM through
active, collaborative, IBL (SciFest, 2017a, 2017b).
Senior Cycle: The final 2-year education period of Irish secondary students in the age
range of 15 to 18 years. At the completion of Senior Cycle coursework, students partake in
Ireland’s LCA in order to advance into third-level coursework (Childs, 2001).
Third level: The higher education programs in Ireland that include universities, technol-
ogy institutes, teacher training colleges, and private colleges. High marks on the LCA are needed
to advance to this level of coursework (Banks et al., 2014; Childs, 2001; McCoy & Smyth, 2011).
Twenty-first-century skills: The skills that students need to compete in a global economy.
These skills include critical thinking and problem-solving abilities, collaboration, agility and
adaptability, initiative and entrepreneurship, the ability to access and analyze information,
effective oral and written communication skills, collaboration, and creativity (Kivunja, 2015;
Wagner, 2008).
Organization of the Dissertation
This dissertation is organized into five chapters. Chapter One introduced the study; it
detailed an overview of the study, statement of the problem, purpose of the study, research
questions, significance of the study, limitations and delimitations, assumptions, and definitions of
terms. Chapter Two reviews pertinent literature on the topics of globalization and Ireland’s
historical, political, and economical impact on education, as well as Ireland’s historical and
INFLUENCE OF SCIFEST 22
current educational system inclusive of emphasizing 21st-century skills, PBL, STEM, and
science and technology fairs. The theoretical frameworks that guided the study are also detailed.
Chapter Three specifies the research design that was used in the study; a mixed-methods ap-
proach that is mostly qualitative with some quantitative methods is described. The research
team, sample and population, instrumentation, data collection, data analysis, validity and reliabil-
ity, and ethical considerations are also outlined in Chapter Three.
Chapter 4 details the results from the collection and analysis of the data, inclusive of
emergent themes. Chapter 5 summarizes the findings and discusses the implications for future
research.
INFLUENCE OF SCIFEST 23
CHAPTER TWO: REVIEW OF THE LITERATURE
Friedman’s (2006) work regarding globalization as being a flattening phenomenon has
demonstrated the transformation of a world to be one without borders that affords limitless
connectivity to others around the globe. Advances in technology, communication, and transpor-
tation have led to the removal of barriers for corporations and individuals to connect and conduct
business (Friedman, 2006). Additionally, it has led to certain jobs being outsourced; thus, global
competition remains critical for a country’s economy (Friedman, 2006). Countries such as
Ireland have taken great strides to attract and retain MNCs and FDIs to propel their economies on
a global level (Buckley & Ruan, 2006; Jacobson et al., 2006).
During the Celtic Tiger era (1995–2005), Ireland experienced substantial economic
growth and subsequent mass migration into the country (Fanning & Munck, 2011; Hegarty,
2012), yet Ireland’s housing market collapse and the consequent recession in 2008 negatively
impacted the Irish economy and resulted in the loss of many jobs (Fanning & Munck, 2011).
This detrimental recession forced Ireland to review its economic initiatives, and the country
began to recognize the substantial impact that the educational system plays in the country’s
growth and development (McDonagh, 2000). Shared concerns among the political, educational,
and professional sectors led to changes in Ireland’s schooling system, with an increased emphasis
on preparing students for careers in STEM fields (STEM Education Review Group, 2016).
Specifically, science and technology fairs, such as SciFest, demonstrate Ireland’s focus on STEM
fields and have afforded opportunities for students to learn through inquiry-based strategies
(STEM Education Review Group, 2016; SciFest, 2017a).
This literature review examines globalization and its implications for Ireland and its edu-
cational system. The following discussion deals with a review of the instructional strategies used
INFLUENCE OF SCIFEST 24
by educators in Ireland to build a knowledge economy and to prepare students for the 21st-
century workforce, particularly in STEM fields. The chapter begins with the history of globaliza-
tion and its flattening effect due in large part to innovations in technology and transportation. An
analysis of globalization’s impact on education is also presented.
An overview of Ireland’s historical and political context establishes the background that
leads up to Ireland’s economic history. The country’s economic history entails Ireland’s eco-
nomic hardships prior to its defined economic success during the Celtic Tiger Era. It is followed
by the country’s economic downturn shortly thereafter. Ireland’s economic implications for
education recognize the influence of globalization on educational policies and practices as well
as the essential need for students to learn 21st-century skills to sustain the country’s economic
growth and competitiveness on a global scale (McDonagh, 2000; Spring, 2008).
A large portion of this literature review is dedicated to Ireland’s educational system and
the incorporation of pertinent instructional strategies that are used to teach STEM fields as well
as the skills that graduates need in the 21st century. As pertinent to STEM, gender and school
leadership are discussed. The significant inclusion of science and technology fairs as part of the
STEM initiative to increase participation and engagement in STEM fields is also duly noted.
Finally, the theoretical frameworks that guide this study, inclusive of globalization and educa-
tion, 21st-century skills and competencies, and STEM PBL, are summarized. Together, these
elements provide a framework for addressing the following four research questions:
1. How do schools engage in SciFest while preparing students for the LCE?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
INFLUENCE OF SCIFEST 25
4. What perceptions do teachers, principals, parents, students, civic leaders, college/uni-
versity professors, and MNCs have regarding the value of student participation in SciFest?
Globalization
Overview and Definition
There are various definitions used to describe globalization. In 1985, the term globaliza-
tion was coined by Theodore Levitt to describe changes in global economics (Spring 2008). As it
relates to economics, Jacobson et al. (2006) defined globalization as “the process of transnational
production and service provision networks becoming more pervasive” (p. 25). According to
Globalization 101, “globalization is a process of interaction and integration among the people,
companies, and governments of different nations, a process driven by international trade and
investment aided by information technology” (para. 1). Friedman (2006) described globalization
as connecting, collaborating, and competing in real time internationally. It is important to note
that the term globalization has expanded to include the interconnectedness of people around the
world on various levels beyond economics such as politics, religion, and education (Altbach,
2007; Chanda, 2007; Fagan, 2002).
History of Globalization
Historically, people have exerted efforts to collaborate and connect with one another.
Chanda (2007) detailed the human migration from Africa to other continents and then the process
of reconnection that ignited toward the end of the Ice Age when the pieces of ice melted. By the
warming of the world, agriculture and the settlement of communities were brought to fruition:
Essentially, the basic motivations that propelled humans to connect with others—the urge
to profit by trading, the drive to spread religious belief, the desire to explore new lands,
INFLUENCE OF SCIFEST 26
and the ambition to dominate others by armed might—all had been assembled to start the
process we now call globalization. (Chanda, 2007, p. 23)
Friedman (2006) described three eras of globalization. Each area contributed to the flat-
tening process, which is the process involving the ever-increasing access and capabilities of
individuals, corporations, and nations to interact, connect, and compete with one another.
According to Friedman, the first era of globalization was the period from 1492 to 1800. Mark-
edly, Globalization 1.0 began in 1492 when Columbus sailed in search of a shorter route to India,
a land known for its riches. The dynamic forces during this time were horsepower and how a
country could use it to connect with others:
The key agent of change, the dynamic force driving the process of global integration, was
how much brawn—how much muscle, how much horsepower, wind power, or later,
steam power—your country had and how creatively you could deploy it. (Friedman,
2006, p. 9)
During this era, countries and governments boosted global integration through the utilization of
modes of transportation that enabled them to explore and trade with others.
From 1800 until 2000 was the second era of globalization (Friedman, 2006). During
Globalization 2.0, MNCs spearheaded global integration. The first portion of this era saw the
start of the steam engines and railroads. These new modes of transportation significantly contrib-
uted to the decrease in transportation costs and enabled companies to move products and services
with greater ease and accessibility. The second half of this era saw the ringing in of the tele-
phones, computer systems, and the beginning stages of the Internet that enabled information to be
at the tip of one’s fingers and worldwide; timely communication allowed efficiency in business
transactions. These technological advancements aided in the decrease of communication costs
INFLUENCE OF SCIFEST 27
for companies. Indeed, both transportation and communication advancements during this era
catapulted the proliferation of the global economy as goods and information moved across the
globe at rapid speed so that global markets, products, and labor began to flourish (Friedman,
2006).
The third and present era of globalization is marked by the empowerment of the individ-
ual to connect and compete on a global stage. This era began in the year 2000. Friedman (2006)
depicted this era as “flattening the playing field” (p. 10). The driving force for this era is techno-
logical advancements such as personal computers, software applications, and a global fiber-optic
network. Friedman noted that this era enables more diverse individuals from all corners of the
world to “plug in and play” (p. 11). The author also noted that the advancements of this era aid
in connectivity and propel the development for both large and small companies.
During each era, Friedman (2006) argued that the world was shrinking. What was once a
wide world with lands and peoples largely unknown to one another has shrunk into a minute one,
as interconnectivity can be nearly instantaneous with anyone almost anywhere around the globe.
Individuals, countries, corporations, organizations, and governments are able to connect with one
another like never before. Hence, Friedman depicted that “the world is flat” (p. 8).
Technology’s Influence on Globalization
Certainly the flattening phenomenon is due in large part to the innovations of technology
and transportation that enable instantaneous communications and the delivery of products and
services at record speeds. Technology has evolved in such a short amount of time that one must
constantly keep up with the new advances. Thus, “an important aspect of rapid technological
innovations is a demand for lifelong learning” (Spring, 2008, p. 338).
INFLUENCE OF SCIFEST 28
The latter part of the 20th century’s technological advances fueled globalization: “Infor-
mation technology was the driver in creating the worldwide integration of various global markets
that make up globalization” (Lawlor, 2007, p. 14). According to Lawlor (2007), in the mid
1990s, the combination of the personal computer, fax machines, and dial-up modems created a
“global information revolution” (p. 15). These developments enabled people to send information
in a multitude of ways to a greater number of individuals across the globe.
Additionally, in 1991, with the invention of the Worldwide Web, people were able to post
their content and have it be visible to anyone around the world (Friedman, 2006; Lawlor, 2007).
The web connected the computer and the Internet; and “within 5 years of the invention of the
Web, internet users soared from 600,000 to 40 million” (Lawlor, 2007, p. 15). Lawlor (2007)
discussed the advances in fiber-optic cables that improved the speed and bandwidth for Internet
users and the creation of workflow software in the mid 1990s, which provided employees from
the same company but in different locations with the ability to “collaborate, manage and design
data that had previously had to be handled manually” (p. 16).
Lawlor (2007) also described open sourcing, where anyone from anywhere around the
world can contribute to an open-source program and redistribute it for future use. Companies
and individuals can equally benefit from the knowledge and skills from others for free. In supply
chaining, when a customer buys a product, the supplier is notified and the supplier ships the item
directly to the company; this process increases efficiency and cuts down on costs (Friedman,
2006; Lawlor, 2007). Undoubtedly, the digital, personal, mobile, and virtual technologies have
also increased collaboration and communication for both individuals and companies like never
before (Lawlor, 2007).
INFLUENCE OF SCIFEST 29
The knowledge economy relies on technology not only as a tool to inform but also as an
application to communicate, create, and innovate (Spring, 2008). “With the quickening and
intensifying flows of information and communication, people can now access more information
from all over the world, all from the comfort of home” (Lawlor, 2007, p. 7). Companies can
utilize the skills and knowledge of global workers, thus leading to increased collaboration,
innovation, and competition (Lawlor, 2007).
Globalization’s Influence on Education
“Education has always been an important element in economic and social development”
(Stewart, 1996, p. 330). Indeed, a well-educated populace is critical for a country’s economic
success. Not only must the labor force be skilled, but the literature also suggests that individuals
must be able to transfer these skills across fields and various situations (Kivunja, 2015; Spring,
2008; Stewart, 1996). Stewart (1996) wrote that “education not only affects labour productivity
and consequently a country’s ability to compete in international markets, but it is also necessary
to attract international capital and hence affects the accumulation of capital” (p. 330). Thus, “for
both developed and developing countries, education (and training) has become the key to global
trading success” (Stewart, 1996, p. 331).
Spring (2008) indicated the importance of investing in education in order to develop
human capital. “For many young people, schools are the only place where such competencies
and skills can be learned” (Ananiadou & Claro, 2009). Via education, people gain in their
knowledge and skills sets and thus are able to become part of an equipped labor force. An
equipped and educated labor force can lead to economic prosperity (Spring, 2008).
Globalization has created benefits for countries due to the reliance on a knowledge-based
economy. As a result, the stakes are high for a country’s educational system to educate its
INFLUENCE OF SCIFEST 30
citizens so that they are able to compete globally and sustain economic growth (Stewart, 1996).
Thurow (2000) further advocated the shift to knowledge-based economies as a means for govern-
ments to increase economic activity at the global level and thus accumulate wealth for the nation.
Spring (2008) indicated that the concept of the knowledge economy stemmed from the
work of Gary Becker in 1964 and 2006. Becker (as cited in Spring, 2008) posited that the
industrial development of the 20th century restricted the knowledge and skills for an elite few,
whereas the 21st-century relies on the knowledge and skills of all (Spring, 2008). Postindustrial
changes gave rise to the notions that economic wealth is directly tied to the knowledge and skills
of a nation’s workers; thus, the economic growth greatly depends on educational systems.
Around the world, countries are engaged in discussions regarding the knowledge econ-
omy (Spring, 2008). Certainly the advancements in technology and transportation have contrib-
uted to the global migration of workers. Some workers remain in their own country while they
utilize technology to conduct business around the globe, and some migrate to other nations.
Thus, knowledge economy discussions include the notions of global migration or brain circula-
tion as workers migrate from one country to another, taking with them the knowledge and skill
sets that they have acquired throughout the years (Spring, 2008). This brain drain for the origin
country turns into a brain gain for the destination country. Therefore, it is imperative for workers
to be lifelong learners in order to continuously improve their job skills in an ever-increasing
global society. Discussions regarding globalization and education entail turning brain drains to
brain gains and positively contributing to economic growth and development (Spring, 2008).
“Global educational discourses play an important role in creating common educational practices
and policies” (Spring, 2008, p. 337). As workers migrate around the globe, the United Nations,
OECD, and World Bank are promoting global educational agendas that address human capital,
INFLUENCE OF SCIFEST 31
economic development, and multiculturalism (Spring, 2008). Discussions regarding global
uniformity, as it pertains to international assessments and instruction in English as the language
of commerce, are considerations among nations (Spring, 2008). Educators, policymakers,
researchers, politicians, and various interest groups are devoting attention to initiatives that
address the teaching and assessment of 21st-century skills (Ananiadou & Claro, 2009):
Accordingly, governments should make an effort to properly identify and conceptualise
the set of skills and competencies required so as to incorporate them into the educational
standards that every student should be able to reach by the end of compulsory schooling.
(p. 5)
According to Spring (2008), “there are four major interpretations of the process of educa-
tional globalization” (p. 334). The first is the idea of a world culture where all cultures are
slowly matriculating toward one global culture and the Western model is the primary model for
schooling. The world systems notion views the world as encompassing two major systems, one
that includes the core zone (the United States, European Union [EU], and Japan) and another
system of the periphery nations. This approach perceives the core zone as dominantly influenc-
ing the periphery nations with its knowledge and power. The postcolonial interpretation consid-
ers globalization as an attempt to push certain political and economic agendas that benefit the
wealthy countries, while the third-world countries suffer its effects. Finally the culturalist
theorists highlight the exchange of educational ideas among the various cultures throughout the
globe.
Brooks and Normore (2010) explored the concept of glocalization. This concept recog-
nizes the blending of local with global influences. The authors argued that cultures in a “glocal-
ized” world have a substantial impact on education. The interconnectedness of the local with the
INFLUENCE OF SCIFEST 32
global is creating a world knowledge base that influences what and how subjects are taught
(Brooks & Normore, 2010). Brooks and Normore asserted that educational leadership plays a
critical role in influencing educational practices. Thus, school leaders need to understand the
dynamics involved in intertwining the local and global influences and glocalization’s impact on
education.
Ireland
History and Political Overview
Like many other countries, Ireland has been influenced by other nations, especially
England. Indeed, there is a deep-rooted history between these two countries. Hegarty (2012)
described the legend that began in 433 A.D., when the pagan king Laoghaire, surrounded by
druids and vassals, battled a man named Patrick. When Patrick bashed a druid’s head in, the king
felt it was better to convert to Christianity than to die. History has it that St. Patrick was origi-
nally from Britain. Having been kidnaped and brought to Ireland, Patrick escaped and went back
to England, only to return to Ireland later in life as a missionary. Although history notes that
Patrick was not the first person to bring Christianity to Ireland, it is well known that the Catholic
Church has used the legendary stories of St. Patrick to gain influence with the Irish people
(Hegarty, 2012).
In the 12th century, there was much political conflict among the various leaders in
Ireland. By having various leaders and much political tension, Ireland was susceptible to being
taken over by another nation. Indeed, Britain’s King Henry II saw the opportunity to bring
Ireland under the domain of Great Britain, and he successfully used Norman knights to do this.
Having grown fearful that the Norman presence would increase in power, Henry II traveled to
England to secure his dominance over the country (Bartlett, 2010; Hegarty, 2012).
INFLUENCE OF SCIFEST 33
In the 13th century, Irishmen began to win back some of their land. However, in the
1400s a plague infested Ireland’s cities, where many of the English and Normans lived; conse-
quently, the deadly disease killed a significant number of them. However, many of the Irish lived
in the rural areas and were able, for the most part, to avoid the deadly plague (Hegarty, 2012).
After the plague, Ireland’s landowners began to experience some freedom from British
oppression as England was diverting its resources to other matters that did not pertain to Ireland.
However, this freedom was short lived as during the mid 1600s, Ireland was once again under
attack by England. Britain’s King Henry VIII, known for his brutality, launched successful
attacks against the Irish to conquer their land. The fighting lasted approximately 70 years
(Hegarty, 2012).
With the conflicts brewing well into the 1700s, the Anglo-Irish began to feel more
patriotism toward England than to Ireland (Hegarty, 2012). The top 5% of the Irish population,
the wealthy landowners, grew fearful that England would one day govern Ireland; as a result,
many of them converted to Protestantism. Additionally, many of the wealthy landowners spent
more time in England than they did in Ireland. This situation contributed to a lack of efficiency
in economics and food distributions, causing economic hardships for those remaining in Ireland.
Many of the Irish nationalists began to grow resentful and formed the Society of Irish Nationals
in 1791. As tensions continued to grow, the Irish Nationals launched an unsuccessful rebellion
known as the Irish Rebellion of 1798 (Bartlett, 2010; Hegarty, 2012).
Shortly thereafter, Ireland and England came together and formed the United Kingdom of
Great Britain and Ireland in 1801. Significantly, this Act of Union also married the two religions,
Catholicism and Protestantism, and opened trade with other countries. (Bartlett, 2010; Hegarty,
2012; O’Donoghue & Harford, 2011).
INFLUENCE OF SCIFEST 34
The harvest of 1845 marks the start of Ireland’s Great Famine—a period of time when the
Irish population began to suffer greatly due to poor potato crops (Hegarty, 2012). This well-
known period, also known as the Potato Famine, lasted several years. Many died due to a lack of
food, and there was mass emigration from Ireland to other countries as people left the country in
search of a better life for themselves and their families (Hegarty, 2012; O’Donoghue & Harford,
2011).
In 1898, the Local Government Act removed some of the power from the wealthy
Anglo-Irish landlords and gave this power to the local government. Tensions began to form
between the two groups, and two rival groups emerged: the Protestant Orange Order and those
who belonged to the Catholic Church (Hegarty, 2012).
In 1922, the Irish Free State was formed (Bartlett, 2010). In its beginning years, there was
a civil war between those loyal to Ireland, known as the nationalists, and those who were loyal to
Great Britain, known as the unionists. In terms of religion, the vast majority of Irish citizens
were Catholic, and the Catholic Church maintained much power and influence in the newly
formed democratic free state (Bartlett, 2010; Hegarty, 2012; O’Donoghue & Harford, 2011).
Economic History
Indeed, Ireland is a country that has had its share of economic hardships. The Potato
Famine in 1845 led to almost a million people losing their lives due to famine and disease
(Hegarty, 2012). Consequently, the economy suffered as the lack of a staple food caused mass
disruption to the lives of the Irish people, and many fled their homeland in search of a basic
necessity—food (Hegarty, 2012; O’Donoghue & Harford, 2011). It is estimated that over a
million people emigrated to other countries such as Great Britain during this time (Hegarty,
2012). Sadly, the economic policies during the famine greatly impacted the Irish economy in a
INFLUENCE OF SCIFEST 35
profound way, as “Irish cash crops continued to be exported rather than diverted to feed the
population” (Hegarty, 2012, p. 208).
Dorgan (2006) noted that in 1922, Ireland’s economy was flat. Having just gained
freedom from Great Britain, Ireland tried to focus on making the economy self-sufficient. Ireland
began exporting mainly agricultural products to Britain and marketed the products to the Irish
people, who constituted approximately 3 million people around this time. Despite these eco-
nomic efforts, emigration increased by 1% (Dorgan, 2006); clearly, the economic strategies were
not working. Hegarty (2012) indicated that in 1958, Ireland began to create economic policies
that strengthened FDI and implemented the strategy of export-led growth (ELG).
MNCs and FDI. MNCs, also known as multinational enterprises (MNEs), have had a
substantial influence in propelling the Irish economy on a global level. “MNEs as organisations
are characterised by a high degree of managerial efficiency arising from training, higher stan-
dards of recruitment, effective communication with the parent companies and other subsidiaries,
and a more global outlook” (Buckley & Ruane, 2006, p. 1613). These transnational corporations
are comprised of highly organized production networks that enable high-quality products to be
delivered worldwide (Buckley & Ruane, 2006). Certainly, companies of this stature are quite
advantageous to a country’s economy, especially a developing country such as Ireland that is
interested in foreign market investments (Buckley & Ruane, 2006).
Beginning in the 1950s, Ireland has dedicated financial resources and implemented
economic policies to encourage free trade and to support FDI (Buckley & Ruane, 2006): “MNEs
were incentivised to locate in Ireland through the provision of generous financial supports
primarily for capital investment, based on a scale of their incremental export activities, and by
giving a tax holiday” (p. 1613). Economic policies, such as the ELG policies, included Ireland
INFLUENCE OF SCIFEST 36
offering monetary incentives to MNCs such as corporate tax rates and capital grants to entice
them to establish their corporations in the country (Jacobson et al., 2006). The attraction and
establishment of MNCs as well as the strengthening of FDI led to Ireland being identified as a
model country for globalization (Jacobson et al., 2006).
In Ireland, globalization has played a critical role in the economic system (Fagan, 2002).
Economic policies such as the ELG policies characterized Ireland’s acceptance of globalization,
reduced the unemployment rates, and boosted FDIs (Jacobson et al., 2006). These successful
ELG policies later led to Ireland’s entrance into the Anglo-Irish Free Trade Agreement in 1966
and its participation in the European Economic Community (EEC) in 1973 (Jacobson et al.,
2006). It is important to note that in the 1970s, in terms of gross domestic product (GDP),
Ireland was considered one of the poorest countries in the EU (Fanning & Munck, 2011). It has
been noted that in terms of its economy, Ireland can be compared to developed countries, such as
the United States, and yet there are some aspects of Ireland that are indicative of third-world
countries (Buckley & Ruane, 2006; Fagan, 2002).
Beginning in the 1970s and continuing through the mid 1980s, Ireland selectively encour-
aged technology-driven and pharmaceutical MNEs to invest and anchor their enterprises in
Ireland. By attracting MNCs such as Intel and Microsoft, other technology-driven corporations
that were interested in connecting with these highly successful globalized corporations began to
establish themselves in Ireland as well, thereby further supporting the country’s economic growth
(Buckley & Ruane, 2006; Fagan, 2002; Jacobson et al., 2006). These successful economic
policies that contributed to the clustering of corporations have led to MNEs being responsible for
over 50% of manufacturing employment in the country (Buckley & Ruan, 2006).
INFLUENCE OF SCIFEST 37
Since the 1980s, the EU has limited the types of incentives countries can use to attract
MNCs. Working in accordance with these restrictions and recognizing the ever-changing needs
of selected corporations, Ireland revised its policies to include trade-neutral grants and corporate
tax rates on manufacturing profits in order to maintain its global competitiveness (Buckley &
Ruan, 2006). In terms of economic efficiency, it became clear that while the MNCs’ employ-
ment rate increased, the indigenous firms’ employment rates declined (Jacobson et al., 2006).
Certainly, the economic policies that aimed to strengthen MNCs’ presence in Ireland did just that
while the indigenous firms carried the burden of such policies.
In the mid 1980s, policies were developed to help offset this trend. One such program
was the National Linkage Programme, which established an avenue to provide more funding and
programs to support indigenous firms in Ireland. Additionally, the National Linkage Programme
provided incentives for MNCs to purchase some of their supplies from local companies. By
promoting the exchange of goods and services from indigenous companies with MNCs, Ireland
hoped to boost both businesses so that these exchanges created situations in which both compa-
nies would profit. The goal was to firmly ground the MNCs in the Irish economy and at the same
time to increase the indigenous firms’ labor force (Jacobson et al., 2006).
Celtic Tiger Era. Indeed, these economic policies implemented by Ireland in the mid to
late 20th century paved the way for Ireland’s period of rapid economic growth, known as the
Celtic Tiger Era (Fanning & Munck, 2010; Jacobson, et al., 2006). The Celtic Tiger Era (1995–
2005) began to transform the country and catapult it into a period of great economic success, and
mass immigration ensued (Fanning & Munck, 2011; Hegarty, 2012). From 1996 to 2008, people
were immigrating into Ireland at a much greater rate than those who were emigrating from the
country (Fanning & Munck, 2011). During this time, almost half a million people migrated into
INFLUENCE OF SCIFEST 38
Ireland, including those native to the land returning with their families (Fanning & Munck,
2011). This period of economic growth that led to many migrating to Ireland earned the country
the title of being “the most ‘globalized’ country in the world” (Fanning & Munck, 2011, p. 4).
Recession. Unfortunately, the United States’ mortgage crisis in 2007 and its stock
exchange collapse in 2008 had a negative impact on Ireland’s housing market (Fanning &
Munck, 2011). As a chain reaction, Ireland’s housing market collapsed, and a substantial number
of workers lost their jobs (Fanning & Munck, 2011). Indeed, the recession hurt all workers in
Ireland; however, immigrants felt the negative financial impact more substantially than the
nationals. For instance, Fanning and Munck (2011) noted that in 2009, 1 out of 10 Irish workers
was unemployed, whereas 1 out of 3 immigrant workers was unemployed. Certainly, the migrant
workers endured an inequitable economic impact at a greater rate than the nationals.
With the massive number of immigrants in the country and the stress associated with a
declining economy, Ireland began to reformulate policies to address migrant workers. Migrant
workers began to be viewed as foreigners who were displacing Irish workers; consequently, the
Migration Nation policies that once exuded liberalism and multiculturalism began to shift to a
Labor Immigration Policy that restricted immigrant workers to nontechnical and general labor
jobs (Fanning & Munck, 2011; Ruhs & Quinn, 2009).
Poverty gap. In addition to immigration policies, there have been several other eco-
nomic and social policies that have contributed to fighting poverty and promoting equality and
inclusion in Ireland; such policies encompassed the National Anti-Poverty Strategy, Equality
Authority, and the Affordable Housing Initiatives (Jacobson et al., 2006). These policies were an
attempt to address housing accessibility for low-income families, combat discrimination and
inequality, and close the gap between the wealthy and the poor.
INFLUENCE OF SCIFEST 39
Despite these initiatives, Jacobson et al. (2006) indicated that in 2005, the National
Economic and Social Council deemed Ireland as a country that designated a small amount of
financial capital to social protections even though it had gained status as one of the richest EU
countries. The Organisation of Economic Co-operation and Development (OECD; as cited in
Jacobson et al. 2006) conducted a comparison with several countries and concluded that Ireland
dedicated a significantly low amount of funds to social welfare needs and that the poverty gap
has widened. Consequently, although Ireland’s economic policies have successfully led to its
becoming a competitive country on a global scale, the impact of such initiatives has also contrib-
uted to the most vulnerable of its citizens to be in dire need of assistance (Jacobson et al., 2006).
Influence of Economics on Educational Policy
Spring (2008) described the notion of knowledge economy as economies that are depend-
ent on the knowledge and skills of all workers, not just the elite. With the ever-changing techno-
logical advances, a growth mindset that incorporates the idea of lifelong learning is necessary.
Certainly, technology plays a vital role in educating the workforce on the latest technological
initiatives and equipping individuals with the ability to use these tools to interconnect with others
on a global level. Being able to adapt and adjust one’s job performance and skill sets to remain
competitive in the global market is part of the human capital component of the knowledge
economy. Unsurprisingly, discussions regarding knowledge economy include a “focus on the
necessity of educating students with skills for the global workplace” (Spring, 2008, p. 337).
Because economic wealth is tied to the knowledge of its workers, it is also dependent
upon the educational systems as well (Spring, 2008). Thus, economics influence educational
policies. For instance, the 2000 European Council’s Lisbon declaration openly stated, “European
Union schools are to educate their students to be high skilled workers who would ensure success
INFLUENCE OF SCIFEST 40
in global economic competition” (as cited in Spring, 2008, p. 338). Similarly, Spring (2008)
noted that China has also acknowledged the integration of economics in educational policies,
thus encouraging a shift from teaching set skills to teaching skills that are transferable.
According to Ananiadou and Claro (2009), most participating countries in the OECD
address 21st-century skills and competencies in their educational regulations and guidelines.
Kuenzi (2008) discussed STEM education policies that were passed by the U.S. 109th Congress
and the 110th Congress that aim to improve K-12 education by providing STEM professional
development opportunities for teachers. Kuenzi discussed the incentives for those who have
bachelor’s degrees in STEM fields to pursue teaching careers and for STEM teachers to expand
their knowledge by furthering their studies and improving their skills.
In an ever-changing knowledge economy, Ireland stands out as a country that recognizes
that laborers must be “adaptable, multi-skilled, good communicators, capable of making deci-
sions, and potential lifelong learners” (McDonagh, 2000, p. 22). Keeping this concept in mind,
Ireland has made changes to its educational system to better prepare its populace for the 21st-
century workforce.
Ireland’s Department of Education and Science has provided a wide range of educational
programs from early childhood through second-level education to target disadvantaged and at-
risk students so that they can complete their education (McDonagh, 2000). Notably, over the last
30 years, participation in higher education (third-level education) has steadily increased
(McDonagh, 2000). The government has partnered with both public and private sectors to fund
educational programs that emphasize the country’s areas of focus in computer science, science,
technology, engineering, mathematics, and business (McDonagh, 2000).
INFLUENCE OF SCIFEST 41
Ireland’s investment in its people and their education has positively impacted the coun-
try’s economy. McDonagh (2000) highlighted the significant increases in Ireland’s GDP levels
and substantial decreases in its unemployment rate since 1988. Indeed, the nation’s collective
efforts have focused on education and training its people so that they are prepared to maintain the
country’s upward economic trajectory as well as to meet the challenges of living in a global
economy.
Ireland’s Educational System
Historical Overview
While under the reign of Great Britain, Ireland’s educational system was established in
1831 with the goal of uniting children of different beliefs (Donnelly, 2011; O’Reilly, 2012).
Together, Roman Catholic and Protestant churches managed the schools: “The principle of
mixed education remained the keystone of the National School System from 1831 to 1965”
(Donnelly, 2011). However, government aid was also given to individual church schools so
abundantly that by the mid-19th century, a mere 4% of Ireland’s schools were under mixed
management (Donnelly, 2011; O’Reilly, 2012).
When the Irish school system was first established, the Church of Ireland had the most
power and influence in comparison to the Roman Catholic Church (O’Reilly, 2012). While
under British authority, Irish schools were a low priority as Great Britain was more concerned
with addressing Irish uprisings. Moreover, the Potato Famine of 1845 greatly reduced the
population, and schooling remained a low priority for the ruling country (O’Reilly, 2012).
In 1849, Roman Catholic Cardinal Paul Cullen became Archbishop of Dublin and is
credited with successfully altering the national schools to Catholic schools; he also ensured a
Catholic majority on the national board by the end of his tenure (O’Reilly, 2012). By the time
INFLUENCE OF SCIFEST 42
that Cardinal Cullen left his position, the Roman Catholic Church held the most power and influ-
ence in the Irish educational system. The Roman Catholic Church’s influence emphasized the
Irish language, an egalitarianism philosophy regarding schooling, and reestablished Gaelic
traditions and cultures (O’Reilly, 2012).
Once the Irish Free State was formed in 1923, science was entirely removed from the
elementary school curriculum and remained eliminated from the curriculum for 76 years; it was
replaced with the teaching of the Irish language (O’Reilly, 2012). The Department of Education
was established the following year in 1924, and in 1930 the Vocational Educational Act granted
the Irish State a greater role in various educational areas (O’Reilly, 2012). In 1937, the Irish
Constitution established that the Irish educational system should be “religiously diverse, privately
established, and state supported” (Rougier & Honohan, 2015, p. 73).
While the board determined the curriculum for instruction, each school patron was
charged with the authorization to decide what type of religious instruction would occur at his
school (Donnelly, 2011). It is important to note that the Rules for National Schools up until 1965
indicated that no attempt for religious instruction could be made that interfered with the students’
religious beliefs (Donnelly, 2011). However, the rules of 1965 and the provisions of the 1971
curriculum acknowledged the denominational aspects of schools and afforded denominational
schools the right to combine religious and secular content during instruction (Donnelly, 2011).
Importantly, beginning in 1967, the Department of Education declared that secondary-level
education was free (O’Reilly, 2012).
“By the beginning of the 20th century, the Irish system of national education was funda-
mentally different from those in other parts of the United Kingdom” (O’Reilly, 2012, p. 98).
Other European countries such as England and Scotland had denomination schools and local
INFLUENCE OF SCIFEST 43
authority-controlled schools operating side by side. In Ireland, most of the schools were on
church property; thus, the church had a significant influence on the educational system (O’Reilly,
2012). There was no separate educational system in Ireland because the Powis Commission in
1870 determined that voluntarily the needs for elementary education had been met (Donnelly,
2011; O’Reilly, 2012). Subsequently, by the mid-20th century, Ireland’s educational system was
“de jure nondenominational, but de facto denominational in 97% of cases” (O’Reilly, 2012, p.
98).
The 1990s marked an age of educational reform in Ireland (O’Reilly, 2012). The govern-
ment published a Green Paper that discussed educational reforms at all levels, held a National
Educational Convention in 1993, and in 1995 published the White Paper that was the first signif-
icant declaration of government policy regarding primary, secondary, and tertiary education
(O’Reilly, 2012). The White Paper served as the basis for formulating the legislative structure
for primary and postprimary levels, as outlined in the Education Act of 1998. The Act specified
that “appropriate education and support services are available to everyone in the country”
(O’Reilly, 2012, p. 100). During this time, despite church influence, teachers’ unions and the
government started to strengthen their power (O’Reilly, 2012).
Current Education in Ireland
According to O’Reilly (2012), today the Irish educational system continues to be under
the authority of the Department of Education and Skills. The department issues teachers’ salaries
for all primary and secondary schools, regardless of whether or not the schools are private or
public. A Board of Management, which is typically inclusive of individuals influenced by the
Church, manages the schools. The Irish State provides funding for over 3,200 primary schools,
750 secondary schools, seven universities, 14 Institutes of Technology (ITs), and 33 Vocational
INFLUENCE OF SCIFEST 44
Education Committees (Childs, 2001; O’Reilly, 2012). Most first- and second-level schools are
privately owned and publicly funded (O’Reilly, 2012).
At the age of 4, most children begin schooling and stay in the preschool program for 2
years as part of the primary educational opportunity (Childs, 2001). Compulsory education in
Ireland begins at the age of 6 and lasts for 6 years (Childs, 2001). There is no exit exam at the
primary level (O’Reilly, 2012).
At the secondary level, the State supports a variety of schools including secondary
schools, vocational schools, and community and comprehensive schools (Childs, 2001; O’Reilly,
2012). Secondary schools are mostly “semi-private, voluntary, religious schools often single sex
and with an academic bias” (Childs, 2001, p. 8). Vocational, community, and comprehensive
schools are ran by the State and offer a variety of academics and vocational coursework (Childs,
2001). In each of these schools, students are taught the same curriculum and partake in the same
State assessments (O’Reilly, 2012).
At age 12, students transfer to the secondary level’s Junior Cycle. By age 15, most
students take part in the nation’s first exam known as the Junior Certificate. The majority of
schools offer a Transition Year Option between the Junior and Senior Cycles, and approximately
half of the students take this option (Banks et al., 2014; Childs, 2001). The Senior Cycle lasts for
2 years. Students have the option to choose from one of three curricular exams: Higher and
Ordinary Levels, the Leaving Certificate Applied (LCA) program, and the Leaving Certificate
Vocational Program (Childs, 2001).
The majority of students who desire to continue their education generally take the tradi-
tional Leaving Certificate, as it is predominantly used for selecting candidates for third-level
courses. The Leaving Certificate includes seven subjects, with math, English, and Irish being
INFLUENCE OF SCIFEST 45
mandatory subjects. One science course is required for the majority of third-level coursework in
science or technology (Childs, 2001). To enter the third level of schooling, students must have
high marks on the traditional LCE (Banks et al., 2014; Childs, 2001; McCoy & Smyth, 2011).
“Places are awarded on the basis of demand and the student’s highest preference, and each course
has a points cut-off reflecting the demand versus student quality each year” (Childs, 2001, p. 9).
Only about 5% of students take the vocational track known as the LCA, which is geared
toward preparing students for the labor work force (Banks et al., 2014). Literature suggests that
students enrolled in this prevocational track are generally not on target for postsecondary educa-
tion, tend to be from lower socioeconomic backgrounds, and have lower reading scores than their
counterparts who are enrolled in the other two options (Banks et al., 2014). Banks et al. (2014)
outlined the positive implications for the LCA program that included engaging lower-performing
students in continuing education and students who may have otherwise quit school. The LCA
program also prepares individuals for potential vocational careers. However, the literature has
revealed some negative implications such as limiting the career options for youth because they
are enrolled in this track prior to taking the Junior Certificate exam; thus, the results from the
assessment are excluded from this critical decision and can have lasting ramifications in terms of
money earned over an individual’s lifetime. Banks et al. also noted that another negative impli-
cation is social exclusion, as students in the LCA program tend to feel isolated from their peers
who partake in other educational programs.
Since 1971, the Higher Education Authority began to serve as the organization in charge
of the university level, also known as the third level (O’Reilly, 2012). In Ireland, higher educa-
tion encompasses seven universities, 14 ITs, teacher training colleges, and several private
colleges (Childs, 2001). Significantly, tuition fees for higher education were removed in 1996 to
INFLUENCE OF SCIFEST 46
assist with the costs and thus create greater access for attaining an education at the tertiary levels
(McCoy & Smyth, 2011). Ireland has a high percentage (80%) of students who leave secondary-
level education eligible for higher education. This percentage is inclusive of individuals who
enter into alternative types of education, such as training for trades (McCoy & Smyth, 2011).
Data also indicates that student participation in higher education has significantly grown in
numbers (McCoy & Smyth, 2011).
Twenty-First-Century Skills and Competencies
The idea of 21st-century skills grew out of the notion that students were underprepared to
meet the demands of the 21st century (Kereluik, Mishra, Fahnoe, & Terry, 2013; Kivunja, 2015;
Wagner, 2008). Literature suggests that globalization requires a different set of skills for workers
beyond rote and basic skills (Kereluik et al., 2013). Therefore, the educational systems must
evolve to be inclusive of teaching the skills and concepts that equip students to meet and compete
in the ever-changing 21st century (Kereluik et al., 2013; Wagner, 2008, 2012). Indeed, 21st-
century skills are essential for success in college, career, and life beyond educational institutions
(Kivunja, 2015).
There are various definitions for 21st-century skills and competencies. Wagner (2008)
identified seven survival skills that students need in a global economy: (a) critical thinking and
problem-solving abilities, (b) collaboration across networks and leading by influence (c) agility
and adaptability, (d) initiative and entrepreneurship, (e) accessing and analyzing information, (f)
effective oral and written communication, and (g) curiosity and imagination. Ananiadou and
Claro (2009) defined 21st-century skills and competencies as “those skills and competencies
young people will be required to have in order to be effective workers and citizens in the knowl-
edge society of the 21st century” (p. 8). Kivunja (2015) described 21st-century skills as the
INFLUENCE OF SCIFEST 47
“4Cs” super skills commonly known in the United States as communication, creativity, critical
thinking, and collaboration. Research suggests that countries find 21st-century skills and compe-
tencies to be pertinent to education, yet there is a lack of a common definition and direction for
addressing the teaching and learning of these skills (Ananiadou & Claro, 2009).
Kereluik et al. (2013) and Kivunja (2015) emphasized that students must be prepared to
thrive in the digital economy; thus, their development and use of 21st-century skills are essential
for success. Ananiadou and Claro (2009) further detailed the role that information communica-
tions technology (ICT) plays in the development of these skills and competencies. ICT is used as
an avenue to connect globally as well as a tool for learning (Ananiadou & Claro, 2009). Students
must be prepared to use ICT to derive information, communicate, and collaborate (Ananiadou &
Claro, 2009).
Ananiadou and Claro (2009) noted that very few countries have assessment policies or
guidelines to address 21st-century skills. Nevertheless, the majority of countries indicated that
the teaching of 21st-century skills occurs across the curriculum. Subsequently, there are no clear
formative or summative assessments to gauge how well students are performing in these skills
because they are instructionally imbedded while teaching other subjects. Thus, most countries
assess these skills through their regular assessments for the core subjects (Ananiadou & Claro
(2009).
In the United States, the Partnership for 21st-Century Skills (P21) was formed in 2002 (as
cited in Kivunja, 2015). This organization is a coalition of business leaders, educational leaders,
government institutions, and community organizations. P21’s vision is to move the U.S. educa-
tional system forward in the teaching and learning of 21st-century skills. Kivunja (2015) further
indicated that P21 concerns itself with educating students who will be able to thrive as citizens
INFLUENCE OF SCIFEST 48
Figure 1. Framework for 21st-century student outcomes and support
systems. Taken from Overview: Framework for 21st century learning,
by Partnership for 21st Century Skills, 2009, retrieved from http://
www.p21.org/overview/skills-framework
and workers in a globalized economy. Notably, P21 created the Framework for 21st-Century
Skills that emphasizes four sets of skills referred to as core subjects: (a) the “3Rs” (i.e., reading,
writing, and arithmetic) and 21st-century themes; (c) life and career skills; (d) learning and
innovations skills (4Cs); and the information, media, and technology skills. These super skills
are supported by standards and assessments, curriculum and instruction, professional develop-
ments, and learning environments. This framework is also known as the “Rainbow” and is a
commonly used visual to explain the 21st-century skills that should be taught and learned in the
United States (Kivunja, 2015; see Figure 1).
There are many frameworks that describe the teaching and learning of 21st-century skills.
The study conducted by Kereluik et al. (2013) synthesized fifteen 21st-century frameworks and
categorized them into three overall categories and several subcategories. The three general
INFLUENCE OF SCIFEST 49
categories are Foundational Knowledge, Meta Knowledge, and Humanistic Knowledge. The
Foundational Knowledge category encompasses what students need to know and is comprised of
three subcategories: Core Content Knowledge, Digital Literacy, and Cross-Disciplinary Knowl-
edge. The researchers found that “core content knowledge and high academic achievement in
traditional domains appeared to be the most frequently cited essential skills for success in the
21st century” (Kereluik et al., 2013, p. 130). The Digital and Information Literacy subcategory
includes not only the ability to utilize multimedia modes of communication but also the impor-
tance of being mindful that with the use of technology comes grave responsibility. Cross- Disci-
plinary Knowledge involves the integration of various subjects in order to analyze, synthesize,
and create new meaning (Kereluik et al., 2013).
The category that involves the process of working with the foundational knowledge is
known as Meta Knowledge. This category has three subcategories: Problem Solving and Critical
Thinking, Communication and Collaboration, and Creativity and Innovation (Kereluik et al.,
2013). Problem Solving and Critical Thinking involve the utilization and development of higher
order thinking skills to solve problems or meet a goal. Communication and collaboration
requires effective communication skills that support collaboration. Kereluik et al. (2013) noted
that “communication and collaboration are cited as essential to success in the 21st century as
working with diverse groups becomes of the utmost importance in our increasingly globalized
culture and economy” (p. 131).
Humanistic Knowledge is the third category that emerged from the synthesis of Kereluik
et al. (2013) and entails the following three subcategories: (a) Life Skills, Job Skills, and Leader-
ship; (b) Cultural Competence; and (c) Ethical and Emotional Awareness. Interestingly, the
Humanistic Knowledge category focuses on self-awareness in a global environment. The
INFLUENCE OF SCIFEST 50
subcategory of Life Skills, Job Skills, and Leadership is concerned with developing life-long
learners. The Cultural Competence subcategory emphasizes the interpersonal and intercultural
skills needed to successfully work with diverse individuals. The Ethical and Emotional Aware-
ness component involves empathizing with individuals and understanding their situations; this
component develops a greater understanding of human behavior and can subsequently lead to
successful interactions in both economic and social settings (Kereluik et al., 2013).
Kivunja (2015) outlined one way to teach 21st-century skills. The author described
Bruner’s 5E Instructional Model as a way to teach the 4Cs. In the learning cycle, the 5Es are
engagement, exploration, explanation, elaboration, and evaluation. Engagement can be used to
teach the 4Cs by capitalizing on students’ active participation in their learning. Exploration takes
place when students explore new opportunities for learning with teachers serving as guides and
providing scaffolds to aid learning. The explanation lens shines light on new and unfamiliar
areas in order to support students’ understanding of key concepts. The elaboration lens requires
students to connect their new learning to prior learning and to expand their knowledge. Finally,
the evaluation component provides students with the opportunity to self-reflect on their learning,
which can also be teacher-driven assessments.
Literature suggests that teacher training programs and professional development opportu-
nities in the area of 21st-century skills are greatly needed. Ananiadou and Claro (2009) wrote
that there are very few training programs to assist and support educators in teaching 21st-century
knowledge and skills. Conneely, Lawlor, and Tangney (2013) acknowledged the need for pro-
fessional development opportunities as well as exemplary models for 21st-century classrooms
that enhance student learning.
INFLUENCE OF SCIFEST 51
Educational Reform in the 21st Century
Conneely et al. (2013) revealed the need for the Irish educational system at the secondary
level to be reformed to pave the way for the development of 21st-century skills in students. Con-
neely et al. described the Irish educational system as traditionally structured with an emphasis on
the rote learning of basic skills and thus lacking in the nurturing of higher order thinking skills,
problem-solving skills, creativity, collaboration, and communication for students. With this idea
in mind, in 2009 the Irish National Council for Curriculum and Assessment reviewed the Junior
Cycle and found a need for reform. In 2012, the reform efforts included an emphasis on six key
skills areas: managing oneself, staying well, communicating, being creative, working with others,
and managing information and thinking. These six areas align with 21st-century skills that
research in other countries has deemed essential. In addition to these six key skills areas, the
teaching of traditional content was reduced and the assessment for learning was introduced to
gauge how well students were developing in the six areas (Conneely et al., 2013).
With these reform efforts, Ireland began to incorporate Bridge21 in its Junior Cycle
classrooms. Bridge21 is a teaching practice that emphasizes ICT and collaboration (Conneely et
al., 2013). Bridge21 is grounded in a structured, team-based pedagogy where learning takes
place in a physical environment that promotes and encourages team-based learning. Teachers
serve as facilitators and scaffold the activities to make learning accessible for all. Students are
engaged in cross-curriculum thematic learning, and the projects are student led. Technology is an
essential tool throughout the learning process, and reflection takes place at both the individual
and group levels.
INFLUENCE OF SCIFEST 52
Project-Based Learning
Research shows that the use of innovative instructional strategies, such as PBL, which
develop skills such as creative thinking, communication, problem solving, and collaboration, are
pertinent for preparing students to be successful in an ever-evolving flattening economy
(Wagner, 2008, 2012). According to Krajcik and Blumenfeld (2006), PBL is a type of situational
learning that engages students in “real, meaningful problems that are important to them” (p. 318).
Bell (2010) described PBL as being a “student-driven, teacher facilitated approach to learning”
(p. 39). PBL starts with a driving question or problem that students work collaboratively to solve
(Bell, 2010; Krajcik & Blumenfeld, 2006). As students work in a group, they utilize various
discipline theories and apply important concepts as they experiment with different ways to solve
the problem or answer the question. Thus, students gain a deeper understanding of the content
through the utilization of a situated inquiry process and produce artifacts that demonstrate their
learning (Han et al., 2015; Krajcik & Blumenfeld, 2006).
For clarity purposes, in a PBL classroom the situated inquiry process involves students
working together to explore and investigate a driving question over an extended period of time
(Krajcik & Blumenfeld, 2006). This process varies from traditional science experiments that
incorporate set procedures and activities. Traditional science classrooms also conduct experi-
ments that take less time to complete (Krajcik & Blumenfeld, 2006).
The PBL approach stems from the work of John Dewey in 1959, when he taught at the
University of Chicago in the Laboratory School and utilized the inquiry process to engage
students in tasks that were meaningful and relevant to their world (as cited in Corlu, Capraro, &
Capraro, 2014). Since then, educators have expanded on his work so that PBL encompasses the
four major learning ideas known as active construction, situated learning, social interactions, and
INFLUENCE OF SCIFEST 53
cognitive tools (Krajcik & Blumenfeld, 2006). Through PBL, a community of learners actively
and purposefully incorporates the constructivist theory as learning takes place by working
together to connect and construct new knowledge and experiences with past experiences, prior
knowledge, and current information (Han et al., 2015; Krajcik & Blumenfeld, 2006). Students
use cognitive tools such as computers, computer software, and the Internet to aid in learning key
concepts (Bell, 2010; Krajcik & Blumenfeld, 2006).
In PBL, the role of the teacher is to create, sustain, and facilitate a meaningful learning
opportunity that is relevant to student learning (Krajcik & Blumenfeld, 2006). With this concept
in mind, the teacher ensures that the driving question or problem is one that can be answered via
the inquiry process, helps students to see the value of the driving question by relating the ques-
tion to the students in a real and meaningful way, and ensures that the driving questions meet
science standards and learning goals (Krajcik & Blumenfeld, 2006). Teachers scaffold the
learning so that all students can participate; and as students explore various theories and methods
for problem solving, the teacher connects the ideas to the driving question (Krajcik & Blumen-
feld, 2006).
In terms of student achievement, Bell (2010) stated that on standardized tests, students
who have participated in PBL outperform students taught by traditional methods. A longitudinal
British study found that at a school using PBL to teach mathematics versus a school using the
traditional approach, a substantially greater number of PBL students achieved the highest possi-
ble score on the national exam (Bell, 2010). The author further wrote that research studies
conducted in the United States have also arrived at similar conclusions that indicate student
achievement significantly improves when PBL is used.
INFLUENCE OF SCIFEST 54
Han et al. (2015) noted that research has shown PBL to be an effective approach for
teaching STEM content because students who are taught by teachers who understand and effec-
tively implement PBL achieve at greater levels than students whose teachers lack effective
implementation of the strategy. The authors further wrote that teachers “should be informed
about the effective pedagogical strategies for implementation of PBL activities and be guided to
design and implement STEM PBL lessons preferably through sustained PDs [professional
developments]” (p. 63).
Indeed, research correlated the use of the PBL approach with higher student achievement
in STEM subjects (Han et al., 2015; Slough & Milam; 2013). Slough & Milam (2013) suggested
a framework that encompasses the PBL approach to teach STEM disciplines by applying the
following four areas: (a) accessibility of content by utilizing prior knowledge and scaffolding
content, (b) making things visible by demonstrating scientific thinking and providing several
representations, (c) assisting students in the inquiry process that involves learning from peers by
communicating and collaborating, and (d) promoting independence and lifelong learning.
Slough and Milam (2013) indicated that through the utilization of this PBL framework, educators
can effectively teach students the skills needed to meet the demands of the 21st-century work-
force, inclusive of STEM fields.
STEM
The term STEM has been a topic of paramount importance in educational circles, as
research suggests that there will be a global shortage of workers in the STEM fields (Kennedy &
Odell, 2014). Significantly, STEM education is in a dire state, and students are often ill equipped
for entering and maintaining STEM careers (Bertram & Forbes, 2014; Merrill & Daughtery,
2010). Thus, “improving teaching and learning in STEM education has become an economic
INFLUENCE OF SCIFEST 55
factor in developing countries, emerging economies, and in long established economies such as
Europe and the United States” (Kennedy & Odell, 2014, p. 248).
Bertram and Forbes (2014) highlighted the urgent need to ignite changes in education to
create a greater pool of candidates that are adequately prepared for STEM careers. Kennedy and
Odell (2014) recommended the integration of the STEM disciplines in innovative ways that are
applicable and relevant to not only science standards but the real world as well. Kennedy and
Odell concluded that STEM education should incorporate quality resources and instructional
strategies that enable students to work collaboratively together as they “apply the science and
mathematics knowledge they learn to an engineering problem and utilize technology in finding a
solution” (p. 254).
There are many elements that comprise high-quality STEM education in K-12 class-
rooms. Kennedy and Odell (2014) noted that mathematics and science instruction should be
rigorous. The authors’ curriculum recommendations included grade-level materials that allow
students to experiment and collaborate with their peers. STEM education is interdisciplinary and
inclusive of multiple STEM subjects at a time (Corlu et al., 2014). STEM education encom-
passes the inquiry process, integration of technology, engineering designs, and problem-solving
strategies as important educational components that expand students’ understandings (Kennedy
& Odell, 2014).
Of particular note is the PBL strategy that has been deemed an effective instructional
strategy for teaching STEM, as it allows all students to develop critical thinking skills and
practice their communication skills as they collaboratively problem solve together (Capraro &
Slough, 2013; Kennedy & Odell, 2014). STEM PBL typically requires students to use two or
more of the STEM disciplines while problem solving (Han et al., 2015). Capraro and Slough
INFLUENCE OF SCIFEST 56
(2013) wrote, “STEM PBL builds on engineering design as the cornerstone and as the foundation
on which students bring their compartmentalized knowledge of science, technology, and mathe-
matics to bear on solving meaningful real-world problems” (p. 2). STEM PBL offers students
the opportunity to participate in authentic tasks that encompass any necessary constraints to
which students must adhere during task completions. STEM PBL typically includes the con-
struction of end products that demonstrate students’ understandings, and these artifacts serve as
the visuals during group presentations (Capraro & Slough, 2013).
Kennedy and Odell (2014) indicated that affording students opportunities to interact with
those in the STEM workforce, both nationally and globally, helps to further aid student learning
and provides real-world examples of STEM in action. Creating networks and partnerships with
businesses, the STEM community, government agencies, and others who can provide engaging
learning opportunities and serve as mentors for young minds and guides for teachers catapult the
success of shared values and the building of the STEM pipelines (Bertram & Forbes, 2014;
Kennedy & Odell, 2014).
Literature suggests that students are underperforming in mathematics (Bertram & Forbes,
2014; Gill, O’Donoghue, Faulkner, & Hannigan, 2010; Kuenzi, 2008; Merrill & Daughtery,
2010). Gill et al. (2010) conducted a longitudinal study and concluded that Irish students were
underprepared in mathematics. Of further note, Gill et al. found that there was a decrease from
2005 to 2009 in the number of students who took higher level mathematics in the state exami-
nations. Bertram and Forbes (2014) cited the 2013 National Assessment of Educational Progress
(NAEP) report that indicated that 26% of U.S. eighth graders were below basic in math. Even
more startling, 35% of U.S. 12th graders were not proficient in mathematics, according to the
INFLUENCE OF SCIFEST 57
NAEP from 2013; subsequently, students enter the workforce ill equipped for higher paying jobs
and careers that encompass the use of mathematics (Bertram & Forbes, 2014).
According to Bertram and Forbes (2014), science achievement in the United States is
equally bleak. Scores from the 2011 NAEP demonstrated that 35% of eighth graders were failing
in science. Alarmingly, the 2009 NAEP science scores indicated 40% of the nation’s 12th
graders were failing as well (Bertram & Forbes, 2014). It is noted that as students move up the
grade levels, their science achievement does not improve, but rather worsens (Bertram & Forbes,
2014).
Corlu et al. (2014) wrote that “in an increasingly knowledge-based economy, nations
need well-educated STEM teachers who can raise the current generation with a capacity to
innovate” (p. 79). Thus, there is growing concern that educational systems around the world
must better prepare not only students but also educators in order to remain competitive in global
markets. Research suggests that it is not only students who are underprepared in STEM but also
the teachers and practitioners who instruct them (Kuenzi, 2008; Merrill & Daughtery, 2010;
STEM Education Review Group, 2016).
Kuenzi (2008) wrote that teachers and practitioners lack sufficient understanding of
subject matter content and that many math and science teachers lack a major or minor in the
subject that they teach. Kuenzi noted that some STEM fields, such as biology and computer
science, have seen a recent increase in attained degrees; however, college degrees attained in
America in various STEM fields still remain around 17%. Other countries have seen an increase
in postsecondary STEM degrees at a more rapid rate than in the United States (Kuenzi, 2008).
In Ireland, there are more science teachers with biology majors than science teachers with
physics and chemistry majors (STEM Education Review Group, 2016). In the Junior Cycle
INFLUENCE OF SCIFEST 58
sector, close to 50% of the math teachers are out-of-field teachers (STEM Education Review
Group, 2016).
Ongoing professional development for teaching STEM is also critical for student learning
(Capraro & Slough, 2013; Nadelson et al., 2013). Literature suggests that STEM teachers should
participate in professional development to increase their content knowledge and effective use of
instructional strategies (Capraro & Slough, 2013; Kennedy & Odell, 2014; Nadelson et al.,
2013). As STEM fields are constantly evolving, it is imperative that the most current informa-
tion is properly taught (Kennedy & Odell, 2014). With this idea in mind, Ireland’s STEM Edu-
cation Review Group (2016) suggested the use of “STEM Champions”—teachers in the primary
level who serve as specialists, hold a postgraduate degree in a STEM field, and support their
fellow teachers in implementing effective teaching strategies for STEM. The STEM Education
Review Group recommended ongoing professional development in the area of best practices for
teaching STEM as a support for the postprimary level teachers.
Indeed, Ireland is a country with a strong desire and vision for providing quality STEM
education. This vision is reflected in a report on STEM education conducted in 2016 by the
STEM Education Review Group that stated, “Providing STEM Education of the highest quality
is essential if Ireland is to deliver on its ambitions to be a hub of technological creativity and an
innovation leader” (p. 7). The report’s recommendations focused on Ireland’s primary and
postprimary education levels. To enhance the effective teaching of STEM, the review group
recommended IBL and assessments that align with such teachings. The use of technology to
collaborate internationally and the introduction of computer science as part of the Leaving
Certificate were also suggested.
INFLUENCE OF SCIFEST 59
Ireland’s STEM Education Review Group (2016) stressed the importance of a National
STEM Education Policy Statement to be developed with input from all stakeholder groups in
order to promote the continuation of educational progress across all levels. The Review Group
envisioned both STEM education research as a national priority and the STEM 2020 Partnership
comprised of a coalition of both the private and public sectors in order to maximize resources.
The report also recognized the need to increase participation in STEM subjects, encourage
students to pursue careers in STEM fields, and highlighted the need to counter the existing
gender imbalances in STEM fields (STEM Education Review Group, 2016).
Gender. There has been much discourse among feminist theorists regarding gender and
education. Acker (1987) reviewed several feminist theories as “guides to understand gender
inequality and as guides to action” (p. 421). Acker’s work focuses on the following three main
feminist theories: liberal, socialist, and radical. Acker described these theoretical frameworks
from an educational lens.
The liberal feminist theory concentrates on equal opportunities, socialization, sex roles,
and discrimination (Acker, 1987). Liberalists strategize to increase educational opportunities for
females by “altering socialization practices, changing attitudes and making use of relevant
legislation” (p. 419).
The socialist feminist theory focuses on how educational systems cyclically perpetuate
gender divisions within capitalism (Acker, 1987). To counter this issue, socialist feminist
literature portrays “increasing awareness that gender, race and class interact in complex ways to
shape girls’ lives in and out of school” (p. 428).
The third feminist theory reviewed by Acker (1987) is radical feminism. Similar to
socialist feminists, radical feminists desire to alter the social structures that favor male
INFLUENCE OF SCIFEST 60
dominance. Radical feminist writing typically concentrates on the male dominance of culture
and knowledge as well as the daily sexual politics that occurs in schools. Radical feminists wish
to disrupt the imbalance of power and to enable females to have “full access to knowledge,
resources, self-esteem and freedom from fear and harassment” (p. 429).
With these feminist theories in mind, there has been growing concern regarding gender
imbalance in STEM fields. Regan and DeWitt (2015) suggested that the “gendered difference in
interest is likely to contribute to gendered subject choice” (p. 76). Researchers have noted that
male and female career paths vary, as more men choose careers in science fields than women;
thus, a significant number of capable individuals remain noticeably absent from the STEM
workforce (Regan & DeWitt, 2015). Research has indicated that girls’ self-concepts in science
affected their desire to pursue STEM fields and that adolescent girls tended to perceive science
subjects, particularly the physical sciences, as being masculine; thus, these fields were less
attractive career options for them (Regan & DeWitt, 2015). Regan and DeWitt also indicated
that there is a trend in STEM career choices for men and women. Women tend to opt for medical
and biology careers; males typically choose engineering and computer science fields.
Encouragingly, Abernathy and Vineyard’s (2001) research concluded that in Ireland,
more females than males participated in the science fair at the junior high level. This finding was
promising and was proof of Ireland’s successful efforts to encourage STEM participation for
females. The researchers found that the number of males and females who participated in the
science fair at the high school level were almost equal; therefore, the researchers concluded that
there was gender balance in science fair participation.
As it pertains to STEM fields and careers in Ireland, women are vastly underrepresented
(STEM Education Review Group, 2016). According to the Central Statistics Office, less than
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25% of STEM workers in Ireland are women (as cited in STEM Education Review Group,
2016): “This represents gross under-engagement with a talent pool comprising half the country’s
population” (p. 23).
Several barriers that keep females from pursuing STEM fields as they enter the second-
level portion of the educational system include negative stereotypes such as STEM fields and
STEM careers are better for boys than girls, lack of information about career paths, and a discon-
nect between the industry’s needs and the students’ subject choices for the LCE (STEM Educa-
tion Review Group, 2016). Chance and Williams (2016) found that families influence young
women’s decisions to pursue and remain in STEM fields; consequently, the family plays a
significant role in encouraging females to pursue STEM careers.
To help attract women to the STEM fields, the STEM Education Review Group (2016)
recommended an action plan for addressing the gender imbalance in pertinent STEM fields. The
Review Group advocated for targeted marketing strategies toward women in order to increase
their participation. Women in Technology and Science (WITS; 2017) detailed specific actions to
improve females’ participation in STEM fields and careers. WITS suggested women-only
science initiatives and increasing the inclusion of women in leadership roles and in the decision-
making process at both the local and national levels. Equal opportunities for women in STEM
fields and ending the gender pay gap were also noted. WITS specified steps for changing the
STEM work culture to be more family friendly and also promoted increasing professional devel-
opment, social policy protections, and supportive employers as ways to address the gender
imbalance in the STEM fields.
School leadership. Leaders “combine hard-headed realism with passionate commitment
to larger values and purposes” (Bolman & Deal, 2008, p. viii). Bolman and Deal’s (2008)
INFLUENCE OF SCIFEST 62
organization theory detailed four leadership frames that are applicable to any leader in any instit-
ution. This theory views leadership as an art—as something one can improve upon and get better
at. Bolman and Deal’s four frames are the structural frame, human resource frame, political
frame, and the symbolic frame.
From a school’s perspective, the structural frame encompasses the rules, roles, goals, and
policies—all of the structural organization items that are considered managerial. The human
resource frame embodies the people and the interpersonal relationships associated with success-
ful schools, including effective communication, addressing needs of individuals and groups, and
working productively together to make the visions and goals a reality. The political frame
involves the processes of negotiations and building coalitions. As the name implies, it involves
the politics, policies, power, and conflict aspects that are part of schools. Finally, the symbolic
frame is known to include the collective visions, missions, and the meaning behind events and
ceremonies that are part of a school’s culture.
With this concept in mind, research has found that schools with focused mission state-
ments help to guide school leaders in implementing STEM programs (Scott, 2012). These
mission statements specify the common values and goals that a school community aims to
achieve in a concerted effort with stakeholders (Fulton & Britton, 2012).
Importantly, attracting and retaining quality teachers is paramount. Scott (2012) noted
that principals credit their teaching staff as being a critical factor in determining high-quality
STEM programs. Successful schools hire teachers who are committed to the school’s mission
and who focus their collaboration time on STEM subjects. STEM schools require additional
teaching faculty due to the various STEM electives that are offered in quality programs (Scott,
2012).
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Research has also indicated that successful STEM schools have principals who promote
teacher collaboration in the STEM subjects (Fulton & Britton, 2011; Scott, 2012). Principals
encourage teachers to serve as leaders among their peers in matters pertaining to instruction and
student learning (Scott, 2012). School leaders ensure that scheduled and regular set-aside time
for collaboration is consistently implemented, thereby affording teacher teams the ability to build
trusting relationships with one another as they delve into meaningful conversations regarding
instruction and student achievement. These professional learning communities monitor and
analyze student data to gauge student progress and determine next steps for STEM instruction
(Fulton & Britton, 2011).
Successful school leaders recognize teacher training as a key catalyst for improving
teachers’ knowledge and skills. Scott (2012) indicated that successful STEM schools engage in
regular and timely professional development focused on teaching and student achievement.
School leaders also ensure that the faculty utilize instructional coaches and mentors as valuable
resources for improving student learning (Scott, 2012).
School leaders reach out to their communities to join them in their missions. Successful
principals establish partnerships with community members, individuals in the STEM fields,
universities, and other schools (Scott, 2012). By formulating these partnerships, schools are able
to expand the learning experiences for students.
Science and Technology Fairs
There are many nations that conduct science and technology fairs (Bencze & Bowen,
2009). In the United States, the first science and technology exhibition took place in 1828 in
New York City and was a way to showcase science and technological advancements (Bellipanni
& Lilly, 1999). The first children’s science fairs initially began in 1928 when the American
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Institute of New York City had its very first research competition (Bellipanni & Lilly, 1999;
McComas, 2011). In 1950, the city of Philadelphia hosted the first national fair that encom-
passed competition from the local, district, regional and state levels. McComas (2011) indicated
that this fair has expanded over the years and is known today as the Intel International Science
and Engineering Fair (ISEF). ISEF is an international science fair competition for students in
Grades 9–12 (Hampton & Licona, 2006).
Science fairs receive their funding from a variety of sources. Nature societies, profes-
sional groups for scientists, corporations, foundations, educational institutions, and governments
are some of the groups that financially fund science and technology fairs. Some choose to
support individual prizes, cash awards, and scholarships for the winners (Czerniak & Lumpe,
1996; McComas, 2011; STEM Education Review Group, 2016).
There are many educational benefits for student participation in science fairs. One is that
it can encourage students to participate in STEM fields (STEM Review Group, 2016). Science
and technology fairs afford students the opportunity to practice their developing skills such as
problem solving and higher order thinking skills as they create their own projects (Bencze &
Bowen, 2009; Czerniak & Lumpe, 1996; McComas, 2011; STEM Education Review Group,
2016). The literature points out that science fairs provide students with opportunities for
hands-on learning, enhance students’ understanding of science concepts, and allow students a
forum to increase their skills as they navigate through the process (Bellipanni & Lilly, 1999).
Through the inquiry process and the development of their projects, science fairs also enable
students to learn new phenomena and deepen their understandings of the concepts that they are
investigating (Bencze & Bowen, 2009).
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McComas (2011) noted the decline in overall participation in science fairs. While the
reasons for the decline remain uncertain, McComas suggested that the required workload and
lack of reward for teachers are factors. Because science fairs usually take place in the spring
when teachers are preparing students for end-of-the-year exams that are usually high-stakes tests,
extracurricular activities and projects are not priorities.
McComas (2011) indicated that professional development is critical for teachers’ under-
standing of why science fairs are important, what such programs entail, and how they can guide
students in successful participation. The author further wrote that release time or accommoda-
tions must be given to teachers to plan and prepare students for participation and that science
fairs should be incorporated into the regular science curriculum.
There are several extracurricular initiatives that take place outside of the formal educa-
tional setting to help further support Ireland’s STEM efforts. One such informal initiative is the
science and technology fairs that take place throughout the country. The science and technology
fairs offer students opportunities to engage in STEM beyond the classroom. The STEM Educa-
tion Review Group (2016) recommended that these informal STEM events, such as science fairs,
should be integrated into the STEM curriculum and assessment portion of the primary and
postprimary levels in order to strengthen STEM education in Ireland.
SciFest is one such science and technology fair program that has gained momentum
throughout the years. With the support from the Institute of Technology Tallaght, Dr. Sheila
Porter began SciFest in the year of 2006. In 2008 it was officially launched in nine ITs. That
number has grown steadily, and SciFest has continuously expanded its participation. In 2016,
over 8,000 participants from 256 schools entered over 3,500 projects in this science fair (STEM
Education Review Group, 2016). Today, it is a well-established program inclusive of local,
INFLUENCE OF SCIFEST 66
regional, national, and international levels. As an indication of the prestigious reputation that
SciFest has earned in Ireland, the President of Ireland, Michael D. Higgins, is the sole patron of
the SciFest project (SciFest, 2017a, 2017b).
SciFest’s goal is “encourage a love of science, technology and maths through active,
collaborative, inquiry-based learning and to provide a forum for students at local, regional and
national level to present and display their scientific investigations” (SciFest, 2017a, About
SciFest section, para. 1). Indeed, SciFest encourages students to voluntarily participate in the
STEM fields and supports their development of the 21st-century skills that are needed to sustain
the growth of the economy and to thrive in the global workforce. Understanding the importance
of promoting interest and participation in STEM fields, MNCs such as Intel Ireland serve as
partners with the nonprofit organization, SciFest Ltd., to support this initiative.
There is a need for additional research regarding science fairs (Abernathy & Vineyard,
2001; Benzce & Bowen, 2009; Czerniak & Lumpe, 1996). Abernathy and Vineyard (2001)
found that students enjoyed participating in science fairs, even if their participation was manda-
tory. It was also uncovered that students found learning new content rewarding (Abernathy &
Vineyard, 2001; Czerniak & Lumpe, 1996). Bellipanni and Lilly (1999) suggested that students
should be exposed at an early age to science fairs so that they can delve into science content with
guidance and encouragement to develop their confidence in their learning and problem-solving
abilities. On a societal level, science fairs can strengthen the knowledge economy of nations and
contribute to the global impact of shared knowledge (Benzce & Bowen, 2009).
However, there is evidence that suggests that science fairs may be disadvantageous for
minority students and students of low-socioeconomic status (Benzce & Bowen, 2009; Hampton
& Licona, 2006). Limited research has shown that competitive science fairs can perpetuate
INFLUENCE OF SCIFEST 67
inequities for disadvantaged students (Hampton & Licona, 2006). Research shows that limited
support for student participation leads to stressful situations that impede students’ perceptions
and decrease motivation for continuing further in STEM fields (Hampton & Licona, 2006). The
competitive nature of science fairs has also received some criticism, as it has been shown to
contribute to the exclusion of certain groups such as females, minorities, and economically
disadvantaged students who may lack access and resources for creating quality projects (Benzce
& Bowen, 2009; Hampton & Licona, 2006). Literature recommends that science fair participa-
tion should be voluntary (Bellipanni & Lilly, 1999).
Theoretical Frameworks
The framework of this study will be guided by the transformative effects that globaliza-
tion has had on the educational system. Today, MNCs increasingly need a capable workforce in
the STEM fields. The impact on educational systems includes changes in standards, assess-
ments, curriculum content, and instructional strategies. Twenty-first-century skills and STEM
PBL include rigorous student expectations that aim to produce critical thinkers who can create
and compete on a global scale (see Figure 2).
Globalization
The work of Friedman (2006) describes the evolvement of globalization as a progres-
sively flattening phenomenon. In different eras of globalization, the world has grown increas-
ingly interconnected. This interconnectedness, catapulted by technological advancements in
communication and transportation, led to global economies where businesses and corporations
can meet the demands of individuals in a timely fashion, regardless of their location.
INFLUENCE OF SCIFEST 68
Figure 2. Diagram of theoretical frameworks for study. MNC =
multinational corporation; STEM = science, technology, engineer-
ing, and mathematics; PBL = project-based learning.
Twenty-First-Century Skills and Competencies
With the increase in globalization, the economic welfare of a country is dependent upon
knowledgeable and skilled workers; therefore, the education of its populace is of primary
concern. The work of Spring (2008) revealed the important role that education plays in creating
and sustaining global economies. Spring duly noted the worldwide discourses and institutional
discussions that occur regarding education, as the policies and practices play a key role in formu-
lating a foundation for educational institutions that teach the 21st-century skills needed to sustain
a country’s position in a global economy.
These 21st-century skills are the skills required for individuals to be competent workers
in the 21st century. Workers can no longer be equipped merely with basic skills; rather, their
skills must be transferable and evolving to meet the demands of living and working in an ever-
INFLUENCE OF SCIFEST 69
changing global economy. The super skills, known as the 4Cs, are communication, collabora-
tion, creativity, and critical thinking. These 21st-century skills are deemed essential for success
in a global economy and thus are a part of the framework for this study (Kereluik et al., 2013;
Kivunja, 2015).
STEM PBL
Research has shown STEM PBL to be an effective strategy for developing 21st-century
skills while increasing the knowledge and skill sets of students in the STEM subjects (Capraro &
Slough, 2013; Kennedy & Odell, 2014; Slough & Milam; 2013). As students participate in PBL
during STEM subjects, they collaborate and communicate with their peers regarding defined
tasks, creatively problem solve various solutions, and utilize critical thinking skills throughout
the process. Meaningful and relevant tasks are the cornerstone of STEM PBL so that students
remain engaged and interested in their learning. Han et al. (2015) indicated that typically stu-
dents incorporate multiple STEM disciplines when using STEM PBL during the problem-solving
process. Significantly, Slough and Milam (2013) provided a framework that embraces the PBL
approach when teaching STEM; Wagner (2008) stressed the importance of innovation, particu-
larly in the area of STEM fields and the use of IBL strategies to develop collaboration skills,
problem-solving skills, critical thinking skills, communication skills, and creativity. Thus, the
works of both Slough and Milam and Wagner (2008) are applicable to STEM PBL and are
incorporated in this study.
Leadership
Bolman and Deal (2008) considered leadership to be an art that can be improved with
practice. Their organization theory encompasses the following four leadership frames: structural,
human resource, political, and symbolic. School leaders can lead from any and all of these
INFLUENCE OF SCIFEST 70
frames, depending on their styles, skills, and circumstances. A leader can rely heavily on one
frame and minimally, if not at all, on others. The authors recommended a balance.
Gender
Acker (1987) indicated that “the history of struggles for women’s education shows the
tensions between strategies emphasizing sameness and difference, structures and agency” (p.
432). Acker concentrated on the three main feminist theories: liberal, socialist, and radical, and
described these theoretical frameworks from an educational lens. Acker’s work on feminist
theory focused on gender imbalance as it pertained to education; thus, her work is relevant to this
research study.
The liberal feminist theory concentrates on equal opportunities, socialization, sex roles
and discrimination (Acker, 1987). Liberalists strategize to increase educational opportunities for
females by changing the social practices, attitudes of others, and relevant legislation. Socialist
feminist theory focuses on how educational systems cyclically perpetuate gender divisions within
capitalism; social feminists advocate for increasing awareness of the dynamics that gender, race,
and class play in females’ lives (Acker, 1987).
Like socialist feminists, radical feminists desire to alter the social structures that favor
male dominance. Radical feminists are concerned with the male dominance of culture and
knowledge as well as the daily sexual politics that occurs in schools. Radical feminists wish to
disrupt the imbalance of power and seek to attain “full access to knowledge, resources, self-
esteem and freedoms” for females (Acker, 1987, p. 429).
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Chapter Summary
This chapter reviewed the literature pertinent to the proposed research study. The chapter
began with the history of globalization and its flattening effect as a result of advancements in
technology and transportation. An analysis of globalization’s impact on education was detailed.
The chapter also presented an overview of Ireland’s historical, political, and economic
contexts. Ireland’s economic hardships as well as its economic success during the Celtic Tiger
Era were outlined. The literature review included the influence of globalization on educational
policies and practices as well as the essential need for students to attain 21st-century skills to
sustain Ireland’s upward economic trajectory and competitiveness on a global scale (McDonagh,
2000; Spring, 2008).
The literature review included a synopsis of Ireland’s educational system and the incorpo-
ration of inquiry-based instructional strategies and 21st-century skills when teaching STEM.
Pertinent to STEM, gender and school leadership were detailed. As part of Ireland’s STEM
initiative to engage in and increase participation in STEM disciplines, science and technology
fairs—specifically SciFest—were also included.
Finally, the theoretical frameworks that will guide the study were described. Friedman’s
(2006) work regarding globalization was outlined. Spring’s (2008) examination of globalization
and education and the need to teach 21st-century skills and competencies was also posited. The
framework of STEM PBL, as described by Slough and Milam (2013), and Wagner’s (2008)
applicable work regarding innovation in STEM education were an important component in this
chapter. Bolman and Deal’s (2008) organizational leadership theory was incorporated as well as
Acker’s (1987) feminist theory that examined gender imbalance as it relates to education.
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CHAPTER THREE: RESEARCH METHODOLOGY
The purpose of this study was to understand the influence of globalization and educa-
tional policy on the development of 21st-century skills through implementation of STEM educa-
tion, instructional practices, and student participation in the SciFest science competition. The
study examined how school leadership was influencing student participation in SciFest and how
schools engaged in SciFest while preparing students for the state examinations. Additionally,
this study investigated how SciFest influenced female students’ interest in STEM courses and
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
workforce. The setting for this research study was Ireland. This country was chosen as the
setting due to its well-known recruitment of MNCs that have a particular interest in STEM fields
(Jacobson et al., 2006).
The research questions provided focus for this study. According to Maxwell (2013),
“Research questions state what you want to learn” (p. 77). They are the “broader, identifying
areas” of a study (Merriam & Tisdell, 2016, p. 78). The research questions were addressed via
qualitative and quantitative approaches that entailed the researcher serving as the primary instru-
ment in collecting and analyzing data, including participants’ responses and detailed descriptions.
Thus, the following four research questions guided this study:
1. How do schools engage in SciFest while preparing students for the state examina-
tions?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
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4. What perceptions do teachers, principals, parents, students, civic leaders, college/uni-
versity professors and MNCs have regarding the value of student participation in SciFest?
These research questions were addressed via the methodologies outlined in this chapter,
which include the research design, participants in the study, instrumentation, data collection, data
analysis, validity, reliability, and ethical considerations. The research design portion rationalizes
both the qualitative and quantitative approach that was used in this research study and describes
the research team. The sample and population section specifies the participants and how they
were selected. Next, the instrumentation portion details the instruments that were used to gather
data such as interviews, observations, and surveys. The process for collecting the data was also
noted, as well as the plan for analyzing the gathered data. Toward the end of this chapter,
considerations involving credibility, reliability of the data, and ethical issues are acknowledged
and defined.
Research Design
This research design was a mixed-methods approach, as it incorporated both qualitative
and quantitative approaches in order to ascertain a deeper understanding of the research study
(Creswell, 2014). In particular, this research study incorporated a mixed-methods design known
as convergent parallel mixed methods (Creswell, 2014). “Convergent parallel mixed methods is
a form of mixed methods design in which the researcher converges or merges quantitative and
qualitative data in order to provide a comprehensive analysis” (p. 15). Creswell (2014) further
described this method as one where the researcher collects both the quantitative and the qualita-
tive data simultaneously and then incorporates the information in the data analysis and findings
portions of the study.
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The quantitative data included surveys administered to various stakeholders. The qualita-
tive data included interviews, observations, and a review of artifacts and documents. Once the
data were collected, they were analyzed to determine findings. To thoroughly examine the
research questions, the mixed-methods approach was used to connect the quantitative results
(survey findings) and the qualitative data (interviews and observations) in order to gain a deeper
understanding of the phenomena.
By integrating both quantitative and qualitative data, these multiple measures contributed
to triangulation of the results to validate the findings. In addition to triangulation for validity, it
is important to note that the analysis of the surveys, interviews, and observations adhered to the
constructivist worldview, as the qualitative and quantitative data gathered in the study were used
to construct meaning through this lens (Creswell, 2014).
Indeed, the qualitative approach was the main method used for this study. Creswell
(2014) described the qualitative approach as one where the researcher focuses on a phenomena
within the participants’ setting to ascertain the participants’ perspectives. Thus, the researcher
inductively builds meaning by interpreting the data (Creswell, 2014). Similarly, Merriam and
Tisdell (2016) explained the most common form of qualitative research as interpretive research
where “reality is socially constructed” (p. 9) by the researcher.
Ths qualitative approach enabled the researchers to gather meanings particular to the
participants’ natural setting via observations of events and interviews with stakeholders who had
described their points of view and emotions regarding the areas under study. With proper
permission, any artifacts and documents pertinent to the study were also gathered for review
(Creswell, 2014; Merriam & Tisdell, 2016).
INFLUENCE OF SCIFEST 75
By including the quantitative approach in this study, researchers were able to utilize
surveys in order to “systematically describe the facts and characteristics of a given phenomenon”
(Merriam & Tisdell, 2016, p. 5). Through the surveys, data were collected in a highly structured
format and provided additional information relevant to the research questions (Creswell, 2014).
Coupled with the qualitative data, these surveys were instrumental in the overall findings and the
triangulation of the data (Creswell, 2014).
Researchers are influenced by “the system of concepts, assumptions, expectations,
beliefs, and theories that supports and informs your research” known as conceptual frameworks
(Maxwell, 2013, p. 39). Thus, the research team approached the study by drawing from the
following frameworks: (a) Bolman and Deal’s (2008) organization theory that involves the four
leadership frameworks: structural, human resource, political, and symbolic; (b) Friedman’s
(2006) description of the evolvement of globalization as a progressively flattening phenomenon;
(c) Spring’s (2008) insights regarding the important role that education plays in teaching 21st-
century skills to create and sustain a country’s position in a global economy; (d) Slough and
Milam’s (2013) framework that includes the PBL approach when teaching STEM; (e) Wagner’s
(2008) work that encourages innovative educational strategies, such as STEM PBL, as an effec-
tive means for developing 21st-century skills while increasing the knowledge and skill sets of
students in STEM subjects; and (f) Acker’s (1987) work regarding feminist theory as it pertains
to gender and education.
Research Team
Serving as the lead researcher, Dr. Michael Escalante guided a research team consisting
of 13 doctoral students from the University of Southern California’s (USC) Rossier School of
Education in conducting their study that examined SciFest participation in Ireland and how
INFLUENCE OF SCIFEST 76
globalization has influenced Ireland’s STEM education initiatives and the teaching of 21st-
century learning skills. Utilizing Dr. Escalante’s expertise that includes a thematic group ap-
proach, the research team met with him on a weekly basis as he steered the research study. In
particular, the research questions, research methods, relevant research, literature reviews, and
conceptual frameworks that aligned with this research study were discussed and developed with
his influence. Moreover, many of the research team’s protocols were built upon and adapted
from the previous USC Executive Cohort that conducted similar research in Ireland in the spring
of 2016. While all 13 dissertations are similar in terms of themes and topics, there are notewor-
thy distinctions in each, as every research team member used the same instruments to conduct his
or her portion of the study at different school sites and at various MNCs in Ireland.
Sample and Population
For this research study, nonprobability sampling was used to determine participants.
Merriam and Tisdell (2016) noted that nonprobability sampling is the typical sampling method
used in qualitative research. Specifically, two types of nonprobability sampling known as pur-
poseful and convenience were used to select participants.
Merriam and Tisdell (2016) detailed purposeful sampling as the chosen sampling method
when a researcher aims to understand a phenomenon specific to a certain location or particular
individuals. Similarly, Maxwell (2013) described purposeful sampling as a method for deliber-
ately selecting certain settings, people, or activities relevant to the research questions. Thus, the
population and sample for this study included teachers, principals, parents, students, civic
leaders, college/university professors, and representatives of MNCs that have an interest in
Ireland’s SciFest program.
INFLUENCE OF SCIFEST 77
The respondents were not only purposefully chosen but were also selected on the basis of
convenience. Because the research team conducted the study in two specific cities in Ireland,
Dublin and Cork, participants were in close proximity to these areas so that interviews and
observations were more easily conducted. Additionally, the fact that the research team was in
Ireland for a period of 10 days in April of 2018 limited the researchers to conduct the interviews
and observations during this time frame; thus, the population and sample included individuals
who not only met the purposeful criteria but were also available for interviews and observations
when the researchers were present.
In the fall of 2016, the research team was introduced to Dr. Sheila and George Porter,
who head SciFest. Dr. Porter is the founder and chief executive officer (CEO), and her husband
George is the chief financial officer (CFO). Monthly contact with the Porters via Skype and
Adobe Connect enabled the research team to establish a working relationship with them and to
gain their assistance in accessing schools in Ireland to conduct the study.
Initially the Porters made contact with schools on behalf of the research team. Through
the Porters’ network with schools in Ireland, the research team was able to gain access to partici-
pants and were connected with school leaders who agreed to participate in the study. Utilizing
the recruitment letter to principals (Appendix A), individual researchers then contacted their
assigned schools and began to work with the school leaders to inform them of the details pertain-
ing to the research study and to seek their assistance in attaining the targeted participants.
This researcher’s assigned school was Case Study School (CSS), a fictitious name in
order to keep its anonymity and maintain the privacy of the participating school. This secondary
school is located in a suburban town on the outskirts of Dublin, Ireland. Established in 2014, it is
a multidenominational school that educates both genders. It has an enrollment of approximately
INFLUENCE OF SCIFEST 78
500 students, and the ratio of girls to boys is relatively equal. The school requires that first- and
fourth-year students participate in SciFest. Since it is a relatively new school, at the time the
study was conducted it had no Senior Cycle students.
Educators, Students, and Parents
In April of 2018, the research team visited Ireland to collect data for the study. Students,
teachers, principals, parents, and college/university professors participated in the study via obser-
vations, interviews, and/or surveys. Via purposeful sampling, the participants were selected
based on criteria that included the high likelihood that their knowledge and understanding would
provide information pertinent to the research study (Merriam & Tisdell, 2016). Classroom
observations at the participating schools in and around Dublin provided additional data; and an
observation of SciFest at the Cork Institute of Technology was performed to gather data regard-
ing the SciFest program, participation in this science and technology fair, and perceptions of
participants in terms of its value on an individual level as well as a global scale.
As the research questions suggest, SciFest was a particular focus for this study. Students,
teachers, principals, parents and college/university professors were interviewed, surveyed, and/or
observed regarding SciFest. At the participating school sites, students, teachers, and principals
were interviewed, surveyed, and observed. College/university professors were interviewed and
surveyed. The research team also interviewed and surveyed both the CEO and CFO of SciFest.
Business and Industry Leaders
Team members also interviewed and surveyed MNC corporate leaders. Educational
contacts in Ireland assisted the team in purposefully selecting these participants. These business
and industry leaders were an important component of the research study, as MNCs heavily influ-
ence Ireland’s educational initiatives that focus on STEM education due to the high demand to
INFLUENCE OF SCIFEST 79
have individuals equipped for the STEM workforce (McDonagh, 2000). The business and
industry leaders enabled the research team to gather pertinent perceptions regarding participation
in SciFest and its value to the MNCs.
Political Leaders and Educational Policymakers
To gather additional data about the phenomena, political leaders and educational policy-
makers were interviewed and surveyed. With the assistance of educational contacts in Ireland,
the research team gained access to these participants. The political leaders and educational
policymakers were purposefully chosen due to their active participation in developing and
sustaining Ireland’s STEM educational policies and initiatives.
Instrumentation
Although this research study employed a mixed-methods approach, the dominant method
is qualitative research. As in all forms of qualitative research, the “researcher is the primary
instrument” for collecting data as this tool “is able to be immediately responsive and adaptive”
(Merriam & Tisdell, 2016, p. 16). Thus, this study included the research team members serving
as the primary instruments for data collection. This procedure enabled an inductive process to
explain the important characteristics of the phenomena under study and allow for the potential
building of concepts, themes, and theories about influence, participation, and perceptions of
specific stakeholders involved in the SciFest program. The researchers used five interview
protocols, two observation protocols, and four survey protocols so that standard procedures were
used for gathering data (Creswell, 2014).
The interview protocols were the most important instruments used when the researchers
gathered information from the teachers, principals, parents, students, civic leaders, college/
university professors, and business leaders. In the Spring of 2018, the research team collectively
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and collaboratively developed the interview protocols, observation protocols, and survey proto-
cols for this study. All interview and survey questions were aligned with the research questions
and theoretical frameworks. The observation protocols enabled the school site observations to be
focused on the phenomena being studied. All of these instruments were submitted to the USC
Institutional Review Board (IRB) in Spring 2018, and the team received approval to complete an
exempt nonmedical study in Ireland under the guidance of Dr. Michael Escalante (IRB Approval
#UP-18- 00119). The instruments were reviewed with SciFest’s officials in Ireland so that they
could ensure that the language used would be familiar to the Irish populace. Prior to the team’s
departure to Ireland in April of 2018, the team members reviewed and finalized the instruments.
Interview Protocols
In qualitative research, interviews afford researchers the opportunity to gain the partici-
pants’ perspectives via purposeful conversations (Merriam & Tisdell, 2016; Patton, 2002).
When conducting the face-to-face interviews with participants, the researchers will use interview
protocols so that meaning can be constructed for the research questions. The interview protocols
(Appendices B through F) were similar, but there were variances among them depending on the
type of stakeholder interviewed. The five interview protocols for this research study were the
political leader/educational policy maker interview protocol, business and industry leader inter-
view protocol, school leader interview protocol, teacher interview protocol, and student/parent
interview protocol.
In accordance with Merriam and Tisdell (2016), all of the interview protocols incorpo-
rated a semistructured approach. While the researchers developed the interview questions and
protocols ahead of time, during the interview there was flexibility in the wording to ensure that
the respondents understood the questions and that the researchers elicited and deepened
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responses. Additionally, the questions may have been paraphrased and additional words may
have been used to clarify questions as needed. During the interview, if a question seemed
redundant or had already been answered by the respondent, the researcher proceeded to ask the
next question.
As indicated in the interview protocols, the researchers asked the respondents for their
permission to tape record the interviews (Patton, 2002). By recording the interviews, the
research team was able “to capture the actual words of the person being interviewed” (Patton,
2002, p. 380). Moreover, by recording the data, the interviewer could devote his or her attention
to the interviewee instead of taking verbatim notes; this procedure enabled the interviewer to
think about the flow of the interview, listen to responses, appropriately insert probing questions,
and anticipate next questions so that the interview elicited rich data (Patton, 2002).
Working as a cohesive team, the researchers adapted the interview questions to the
participants: teachers, principals, parents, students, civic leaders, college/university professors,
and business and industry leaders, as well as the four research questions and the conceptual
frameworks. The questions we aligned in the following format: In Section I, Questions 1–4
aligned with Research Question 1, which addressed schools’ engagement in SciFest while
preparing students for the LCE. In this section, all of the questions aligned with Slough and
Milam’s (2013) framework in utilizing inquiry-based instructional strategies for teaching STEM
and Wagner’s (2008) framework for 21st-century skills. Both Questions 1 and 2 in Section I
aligned with Bolman and Deal’s (2008) leadership framework; Question 2 also aligned with
Spring’s (2008) work on globalization and education. The third and fourth questions in Section I
aligned with Acker’s (1987) feminist lens, Friedman’s (2006) framework regarding globaliza-
tion, and Spring’s (2008) work on globalization’s influence on education.
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Section II of the interview protocols contained four questions that addressed Research
Question 2, which examined school leadership’s influence on SciFest participation. All four of
the interview questions in Section II aligned with the conceptual frameworks of Bolman and Deal
(2008), Slough and Milam (2013), and Wagner (2008). Questions 3 and 4 in Section II aligned
with Acker’s (1987) feminist framework; Question 4 also aligned with the theoretical frame-
works of Friedman (2006) and Spring (2008).
Section III of the interview protocols addressed Research Question 3, which sought to
understand the influence of SciFest on female students’ interest in enrolling in senior-level and
third-level STEM courses. All four questions in this section aligned with the theoretical frame-
works of Acker (1987), Friedman (2006), and Spring (2008). Questions 1, 3, and 4 in Section III
aligned with the work of Slough and Milam (2013) and Wagner (2008). Questions 2–4 in this
section were also aligned with Bolman and Deal’s (2008) work.
Section IV of the interview protocols focused on the value of student participation in
SciFest. All of the interview protocols had four questions with the exception of the Student/
Parent Interview Protocol that has a fifth question. Questions 1–4 in Section IV aligned with
four of the theoretical frameworks: Friedman’s (2006) flattening phenomenon, Spring’s (2008)
regarding globalization and education, and Wagner’s (2008) work that entails the teaching of
21st-century skills. Questions 1 and 3 in Section IV also aligned with Acker’s (1987) work
regarding feminist theories as well as Bolman and Deal’s (2008) leadership framework. Table 1
displays the alignment of the interview protocols used in this research study to both the research
questions and the theoretical frameworks.
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Table 1
Alignment of Interview Protocols to Research Questions (RQs) and Theoretical Frameworks
Bolman/ Slough/
Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Deal Acker Milam
Section I
1 X # # #
2 X # # # #
3 X # # # # #
4 X # # # # #
Section II
1 X # # #
2 X # # #
3 X # # # #
4 # # # # # #
Section III
1 X # # #
2 X # # # #
3 X # # # # # #
4 X # # # # # #
Section IV
1 X # # # # # #
2 X # # # #
3 X # # # # # #
4 X # # # #
Observation Protocols
Observations afford first-hand accounts of a phenomenon being studied (Merriam &
Tisdell, 2016). With this concept in mind, for this research study observations occurred in the
classrooms as well as at SciFest; therefore, two observation protocols were utilized to gather
data: the Classroom Observation Protocol (Appendix G) when observing classrooms at the
assigned schools and the SciFest Observation Protocol (Appendix H) when observing SciFest in
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Cork, Ireland. These observation protocols enabled research team members to record their field
notes, including observer’s comments, in a focused and an organized manner. The protocols
were developed in the spring of 2018 with input from all team members to ensure that the tools
helped to obtain answers to the research questions.
The observation protocols enabled the researchers to observe with focused lenses. It is
important to note that when observing, not all of the information could be obtained, but it was the
intent of the researchers to gather as much information as possible. In the Classroom Observa-
tion Protocol, location, teacher, time observed, number of males and females, grade level, and
class size were noted. Additionally documented were a description of the classroom, a descrip-
tion of an overview of the lesson, instructional materials used, and additional classroom informa-
tion. There was a place on the protocol for drawing a diagram of the classroom. For 21st-
century skills and STEM IBL, actions and comments were noted as well as the observer’s
comments for each area.
For the SciFest Observation Protocol, general information was noted such as time of
observation, number of student participants, number of males and females, and grade level of
participating students. The protocol included a description of the fair and the opportunity to draw
a diagram. There was also an area to narrate an overview of events/themes and an area to richly
describe additional SciFest information. Similar to the Classroom Observation Protocol, there
was a place to note actions and comments as well as observer’s comments for 21st-century skills
and STEM IBL items.
Survey Protocols
The quantitative portion of this research study was the survey protocols. Creswell (2014)
described surveys as instruments used for the purpose of gathering information about the sample
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population in a manner that can be numeric. In this research study, the survey protocols were
used for the purpose of gathering the perceptions, behaviors, and characteristics of the partici-
pants. The four survey protocols were as follows: survey protocol for school administrator or
teacher (Appendix I); survey protocol for political leader, business leader, or policy maker
(Appendix J); survey protocol for parent of Senior Cycle student (Appendix K); and survey
protocol for student participants in science competition (Appendix L).
The survey protocols were developed by the research team members and were distributed
to teachers, principals, parents, students, civic leaders, college/university professors, and business
and industry leaders. The research team cognitively tailored each survey depending on the
targeted population in an effort to obtain the most accurate responses. All survey questions were
Likert style and aligned to the study’s four research questions (Fink, 2013). The Likert 6-point
scale for the survey protocols was as follows: Strongly Agree, Agree, Neutral, Disagree, Strongly
Disagree, and Don’t Know.
Survey Items 1–6 were aligned with Research Question 1 that aimed to determine how
schools engaged in SciFest while preparing students for the state examinations. Survey Items 4
and 5 incorporated checklists to elicit further information from the respondents regarding strate-
gies employed to influence SciFest participation (Fink, 2013). Survey Items 6–11 as well as
survey Item 13 were tied to Research Question 2, that aimed to determine how school leadership
influenced participation in SciFest. Survey Items 12–20 were aligned with Research Question 3
that explored how SciFest participation influenced female students’ interest in enrolling into
senior-level and third-level STEM courses. The last series of survey items, 21–26, pertained to
Research Question 4 that explored participants’ perceptions regarding the value of student
participation in SciFest.
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Pertinent to the theoretical frameworks, all of the survey questions in each of the survey
protocols aligned with Slough and Milam’s (2013) work regarding the use of inquiry-based
strategies for teaching STEM disciplines. The following alignment applied to all survey proto-
cols: Acker (1987) aligned with survey Items 3, 4, 6–8, 10–23, 25, and 26; Bolman and Deal
(2008) related to survey Items 2–16, 18, and 20; Friedman (2006) aligns with survey Items 6–8
and Items 17–26; Spring (2008) related to survey Items 1–8, 15, and 17–26; and Wagner (2008)
connected with survey Items 1–8, 10–13, 15, and 17–26. The alignment of the survey questions
to the research questions and theoretical frameworks is summarized in Table 2.
Data Collection
According to Merriam and Tisdell (2016), the data collection methods and the informa-
tion deemed to be data “are determined by the researcher’s theoretical orientation, by the problem
and purpose of the study, and by the sample selected” (p. 106). Thus, in order for the research
team to study the phenomena, in April of 2018 the team traveled to Ireland to conduct interviews,
administer surveys, and perform observations to gather data. The majority of the data were
gathered during the period April 12, 2018, through April 22, 2018. Face-to-face interviews took
place in offices and classrooms and lasted approximately 30–45 minutes.
An information/fact sheet (Appendix M) was provided to the participants so that they
understood that the status of this research fell under exempt nonmedical research. Prior to each
interview, all participants were informed of their consent rights, purpose of the study, and confi-
dentiality (Appendices B-F). The school site personnel obtained parental permission before
researchers were allowed to interview participating students. Before each student’s interview
began, student assent was attained. Recruited schools verified their participation in the study
prior to surveys, observations, and interviews being conducted. If permission was granted by the
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Table 2
Alignment of Survey Protocols to Research Questions (RQs) and Theoretical Frameworks
Bolman/ Slough/
Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Deal Acker Milam
1 X # # #
2 X # # # #
3 X # # # # #
4 X # # # # #
5 X # # # #
6 X X # # # # #
7 X # # # # #
8 X # # # # #
9 X # #
10 X # # # #
11 X # # # #
12 X # # # #
13 X X # # # #
14 X # # #
15 X # # # #
16 X # # #
17 X # # # # #
18 X # # # # # #
19 X # # # # #
20 X # # # # # #
21 X # # # # #
22 X # # # # #
23 X # # # # #
24 X # # # #
25 X # # # # #
26 X # # # # #
participants, interviews were recorded to capture the raw data and for transcription (Patton,
2002). Participants were informed of their right to request that the recording be paused or
terminated at any time. Notes were taken during the interview to grasp the main ideas (Patton,
2002).
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The survey and observation protocols were used at SciFest in Cork, Ireland as well as at
the assigned school sites. Surveys were administered via email or in person and took approxi-
mately 15 minutes to complete. School leaders, teachers, students, parents, political leaders, and
business leaders were surveyed. Observations were completed at the school sites and at SciFest.
Each observation lasted about 45 minutes. Teachers and students in the classrooms and at SciFest
were observed.
The research team conducted the study at various locations with various participants.
Thus, in accordance with Merriam & Tisdell (2016), for this study three forms for triangulation
were used: multiple sources of data, multiple methods, and multiple investigators.
Data Analysis
The data were analyzed to learn about the participants’ experiences and perspectives
regarding SciFest participation in Ireland, with a particular lens on how SciFest is helping female
students engage in STEM. Each research team member analyzed the data collected from his or
her assigned school as well as information from the team’s collective pool of data. Upon return
to the United States, each researcher organized the data in preparation for data analysis. Inter-
views were transcribed, field notes inputted, and data arranged in categories so that information
could be easily retrieved.
The general qualitative approach was used to analyze the data, as described by Lichtman
(2014). After the data from the interviews, observations, and surveys were collected, they were
analyzed for specific themes. Data were coded by first creating a priori codes. The creation of a
priori codes enabled the data to be placed into specific, concrete themes that were relevant to the
study. This procedure was in accordance with Merriam and Tisdell’s (2016) recommendation
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that when analyzing data, a researcher should “first think about the purpose of your study” (p.
207).
Throughout the coding process, any data that help to answer the research questions were
considered. Thus, emergent codes were formulated under the specific themes. Merriam and
Tisdell (2016) described this as a form of coding known as open coding. Data collected from
interviews, surveys, and observations were coded utilizing a computer software program to assist
in the process. This procedure enabled searches for key concepts and eased in the retrieval of
pertinent coded information.
As identified in Creswell (2014), eight steps in the coding process were followed:
1. Read and understand all of the data carefully and take notes on key ideas.
2. Select one piece of data, think about its meaning, and take notes.
3. Review the data from several participants, make a list of all the topics, and cluster
similar topics.
4. From the list, create categories and codes.
5. Decrease the number of categories by identifying data similarities.
6. Abbreviate each category and alphabetize codes.
7. Assemble the data in one location and perform a preliminary analysis.
8. If needed, recode existing data. (p. 198)
Creswell (2014) noted coding is used to “generate a description of the setting or people as
well as categories or themes for analysis” (p. 199). This narrative enabled the identified themes
to be richly described and interpreted in order to make meaning of the data. The narrative was
inclusive of referencing past research as well as future research.
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Because the research study was a concerted effort of 13 research team members, the
collection of shared data was monitored. As recommended by Merriam and Tisdell (2016), a
shared database was established so that all team members can easily input the information in an
organized and accessible manner.
Validity and Reliability
Credibility and trustworthiness speak to the validity and reliability of the data. Merriam
and Tisdell (2016) explained validity and reliability as being “concerns that can be approached
through careful attention to a study’s conceptualization and the way in which the data are col-
lected, analyzed, and interpreted, and the way in which the findings are presented” (p. 238). In
addition, validity and reliability are present when “researchers and others have confidence in the
conduct of the investigation and in the results of any particular study” (p. 238).
As recommended by Creswell (2014), multiple validity strategies were used to establish
accuracy of the data. One such strategy utilized was triangulation, in which the various sources
of data collection (interviews, surveys, and observations) were cross-checked to strengthen the
validity and reliability of the data (Creswell, 2014; Merriam & Tisdell, 2016). Moreover, an
audit trail was conducted at various intervals throughout this research study, with the methods,
procedures, and justifications for decisions detailed in written form; this audit trail further
enhanced the accuracy of the results (Merriam & Tisdell, 2016). Member checks were conducted
by sharing the findings with some of the participants to gather their feedback and ensure the
accuracy of the data (Creswell, 2014; Merriam & Tisdell, 2016). Throughout the course of the
study, the researcher periodically shared with fellow research team members the raw data,
findings, initial interpretations, and any other items that were pertinent to the study. Each
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researcher was cognizant of any personal biases regarding the study, and each researcher openly
communicated any biases so as to minimize the potential impact on the study.
Creswell (2014) noted several qualitative research procedures that should be used to
determine reliability of the research. Therefore, the researcher employed the following steps to
ensure the reliability of the study:
1. Transcripts were checked for accuracy of transcriptions;
2. Data were regularly compared with the codes to ensure the consistent use of defini-
tions and uniformity in coding;
3. Regular documented meetings occurred where the research team members discussed
the codes and share analysis; and
4. Codes developed by different researchers were cross-checked to determine consis-
tency in results.
Ethical Considerations
To conduct this research study, all 13 researchers will participated in Social-Behavioral
Human Subjects basic training via the Collaboration Institutional Training Initiative (CITI). This
training is one of USC’s research study requirements. Certification was obtained online through
a series of training modules and ensured that team members understood the ethical principles
associated with research, such as protection from harm and individuals’ rights to privacy and
confidentiality. This training was also a requisite for USC’s IRB process.
The purpose of the IRB process is to ensure that the research study is ethical for the
protection of the participants. This IRB process took place prior to the research being conducted,
and the research team was granted approval by the IRB to complete an exempt nonmedical study
in Ireland under the guidance of Dr. Michael Escalante (IRB Approval #UP-18-00119).
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Prospective participants were accurately and honestly given the details of the study,
including its purpose, methods, instrumentations, dissemination of data, and its potential use, so
that these individuals could give their informed consent regarding participation (Merriam &
Tisdell, 2016). Participants received the informed consent statement (Appendix M) that detailed
the purpose of the study and their rights as participants. Parents of participating students were
sent an information letter that outlined their child’s role in the study. Identifying documents will
be destroyed after the dissertation process has concluded.
The team protected the identification of participants by assigning pseudonyms to inter-
viewees and keeping the data secured. This protection included excluding names associated with
the study from individual responses. In order to protect participants’ identities and responses
during the collection of data via observations, the researcher did not interfere with educational
practices being observed and did not disrupt any educational activities. Identifying documents
will be destroyed after the dissertation process has concluded.
To further add to the trustworthiness of the data, another ethical approach that should be
noted is that the gathered data were reported truthfully, as evident by the particular descriptions
included in the form of quotes from participants. This process enables the reader to see firsthand
the raw data that led the researcher to the general descriptions and interpretations of the findings
(Merriam & Tisdell, 2016).
Chapter Summary
This chapter detailed the research questions and the methods used in this study. In
particular, the study’s research design, research team, sample and population, instrumentation,
data collection, data analysis, validity, reliability, and ethical considerations were noted and
described.
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CHAPTER FOUR: RESULTS
Due to its past economic hardships, Ireland began to implement economic and educa-
tional policies to counter poverty and an ill-equipped workforce. The economic policies targeted
the attraction and retention of FDIs and MNCs with the goal of catapulting Ireland’s economy
and positioning the country to be a player in the global arena (Buckley & Ruan, 2006; Jacobson
et al., 2006). In the mid to late 20th century, Ireland’s economic policies gave rise to a substan-
tial boom in its economy and led to the country’s greatest period of economic growth known as
the Celtic Tiger Era (Fanning & Munck, 2011; Hegarty, 2012).
The abundance of MNCs that require a prepared STEM labor force has led to Ireland’s
educational initiatives that emphasize STEM education and increasing student participation in
science and technology fairs, such as SciFest (STEM Education Review Group, 2016). Educa-
tional initiatives and shifts in Ireland’s educational system focus on preparing the populace to be
a well-equipped workforce capable of meeting Ireland’s economic needs so that the country can
remain competitive and attractive to MNCs and FDIs in the 21st century (McDonagh, 2000).
The purpose of this study was to examine the influence of globalization and educational
policy on the development of 21st-century skills through the implementation of STEM education,
instructional practices, and student participation in the SciFest science competition. The study
investigated how school leadership influenced student participation in SciFest and how schools
engaged in SciFest while preparing students for the LCE. Additionally, this study researched
how SciFest influenced female students’ interest in STEM courses as well as stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century workforce.
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This chapter reports the results of this mixed-methods study at secondary schools in
Ireland, particularly at CSS. The reported data were collected and analyzed based on following
four research questions:
1. How do schools engage in SciFest while preparing students for the LCE?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
The frameworks that guided this study were (a) Bolman and Deal’s (2008) organization
theory that encompasses four leadership frameworks: structural, human resource, political, and
symbolic; (b) Friedman’s (2006) description of the evolvement of globalization as a progres-
sively flattening phenomenon; (c) Spring’s (2008) position regarding the important role that
education plays in teaching 21st-century skills to create and sustain a country’s status in the
global arena; (d) Slough and Milam’s (2013) framework that incorporates the PBL approach
when teaching STEM; (e) Wagner’s (2008) work that encourages innovative educational strate-
gies, such as STEM PBL, for developing 21st-century skills while simultaneously increasing the
knowledge and skill sets of students in STEM subjects; and (f) Acker’s (1987) work regarding
feminist theory pertinent to gender and education. The collection of surveys, observations, and
interviews triangulated the data.
The study was conducted at CSS, a secondary school located in Lucan, a suburban town 9
miles west of Dublin, Ireland. This is a new multidimensional school established in 2014. The
Education and Training Board (ETB) and Educate Together are the co-patrons of the school and
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work in partnership with each another. The ETB is the board that oversees the school; Educate
Together is a network of charter schools dedicated to equality and access to education for every
student regardless of religious, cultural, or economic background.
The principal of the school has been there since the school’s inception. There are approx-
imately 20 staff members and 170 Junior Cycle students. Total enrollment for the 2017–2018
school year was 502 students; there were approximately 240 girls and 260 boys in attendance for
that school year.
The school’s mission is to provide a quality education so that all students can contribute
meaningfully to their communities, become active citizens, and develop the knowledge and skills
needed to thrive in the 21st century. With this mission in mind, it is no surprise that CSS partici-
pates yearly in SciFest. The science department chair is the teacher charged with the organiza-
tional responsibilities for the school’s active SciFest participation. The school mandates that all
first- and fourth-year students participate in the SciFest competition.
This chapter begins with a review of the research design and participants in the study.
Subsequently, the findings to each of the four research questions are described with a focus on
connection to the literature, themes, and an analysis of the data from surveys, observations, and
interviews. The chapter concludes with key findings for each research question.
Research Design
The study’s research design was a convergent parallel mixed-methods approach inclusive
of quantitative and qualitative data (Creswell, 2014). The quantitative data included surveys
administered to various stakeholders. Interviews and observations were a part of the collected
qualitative data and constituted the main methods for collecting data in this study. The study’s
data were collected and analyzed to determine the findings.
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By integrating both quantitative and qualitative data, these multiple measures were used
to triangulate the information to validate the findings. In addition to triangulation for validity, it
is important to note that the analysis of the surveys, interviews, and observations adhered to the
constructivist worldview as the qualitative and quantitative data gathered in the study were used
to build meaning through this lens (Creswell, 2014).
Research Team
Dr. Michael Escalante served as the lead researcher and guided a research team of 13
doctoral students from USC’s Rossier School of Education in conducting their doctoral study
with a thematic group approach that examined SciFest participation in Ireland and how globaliza-
tion has influenced Ireland’s STEM educational initiatives and the teaching of 21st-century
learning skills. Utilizing Dr. Escalante’s expertise, the research team met with him on a weekly
basis. The research questions, research methods, relevant research, literature reviews, and
conceptual frameworks aligned with the research study and were discussed and created with Dr.
Escalante’s influence. The research team members’ dissertations are similar in terms of frame-
works, literature, themes, and topics, yet there are distinctions in each one, as every researcher
conducted his or her portion of the study at different school sites and interviewed various MNC
and educational leaders in Ireland.
Participants
Both purposeful and convenience sampling were used to select participants (Merriam &
Tisdell, 2016). The founder and CEO of SciFest, Sheila Porter, and the CFO, George Porter,
were instrumental in allowing the research team access to schools in Ireland and connecting the
cohort with various educational policymakers, higher educational institutions, MNC representa-
tives, and political leaders. Without their assistance, this study would not have been possible.
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Irish teachers, administrators, students, civic leaders, college/university professors,
educational policymakers, and representatives from MNCs were surveyed, interviewed, and/or
observed. The researcher’s data results were included in the findings for all four research
questions and emerging themes. Additionally, the researcher’s data results from CSS were
compared with the results of other participating schools obtained from research team members.
Data collected from interviews with business leaders, educational leaders, educational
policymakers, professors, and civic leaders were shared among the research team members as
communal data. Table 3 details the participants in the study.
Table 3
Summary of Participants, Their Organization/Position, and Data Type(s)
Participants Organizations/positions Data type(s)
Students
10 students CSS Interview
345 students CSS Survey
1,295 students All schools in the study Survey, interview
Teachers and administrators
6 teachers/administrators CSS Interview
2 teachers/administrators CSS Survey
93 teachers/admininis- All schools in the study Survey, interview
trators
13 business and industry leaders Various organizations and MNCs Survey, interview
12 political leaders/educational Various organizations Survey, interview
policymakers
Note. CSS = Case Study School; MNC = multinational corporations.
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Interviewed Participants
While in Ireland, the research team members purposefully selected key MNC leaders,
university professors, educational policymakers, and civic leaders to gather the qualitative data
needed to construct themes and shed light on the research questions. A total of 19 business and
industry leaders were interviewed. In addition, 12 educational and political leaders participated
via interviews.
At the school site level, five teachers and the deputy principal from CSS were interviewed
to gain both educator and administrator perspectives. Importantly, 10 students from CSS partici-
pated in the interviews and shared their student perspectives. Four of these 10 students were
second-year students, and six were fourth-year students. Five students were female and five were
male.
Observation Participants
Observations were conducted at CSS on April 19, 2018. Five CSS teachers participated
in the classroom observations. Teachers and students were also observed during the SciFest
competition at the Cork Institute of Technology on April 20, 2018.
Survey Participants
A total of 1,295 secondary students from schools in Ireland participated in the survey.
Out of this total, 345 students were from the CSS. A total of 92 administrators and teachers were
surveyed, two of whom were from CSS. Additionally, there were six business leaders and
educational policymakers who participated in the survey.
Data Analysis
Surveys, interviews, and observations were the research instruments used to collect data
for the four research questions. The gathered data in Ireland enabled common themes and
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findings to emerge so that the researcher could ascertain the influence of globalization and
educational policy on the development of 21st-century skills through STEM education, instruc-
tional practices, and student participation in SciFest. The following sections report on the
study’s four research questions, outline the findings into common themes, and connect the
relevant data to the related literature.
Findings for Research Question 1
Research Question 1 asked, “How do schools engage in SciFest while preparing students
for the LCE?” The aim of this question was to learn how schools prepared students for state
examinations while they participated in SciFest. Information gathered from classroom observa-
tions at the CSS and interviews with students, teachers, a school administrator, as well as busi-
ness and educational policy leaders informed the response to this question. Surveys of students
supplied further data to inform the findings, as did surveys gathered from business and educa-
tional policymakers. When the collected data were triangulated, a situational perspective
emerged regarding the school’s engagement in SciFest while preparing for state exams.
Theme 1: Participation in SciFest Supports Students’ Success on Exams such as the Junior
Certificate Exam, the LCE, and Ireland’s New Classroom-Based Assessments (CBAs)
The literature review indicated that students benefit from participating in science and
technology fairs, as these fairs afford students the opportunity to practice developing 21st-century
skills (Bencze & Bowen, 2009; Czerniak & Lumpe, 1996; McComas, 2011; STEM Education
Review Group, 2016). Furthermore, science and technology fairs such as SciFest engage stu-
dents in collaborative, hands-on learning that improves their understanding of science concepts
and provides a learning environment where students partake in PBL (Bell, 2010; Bellipanni &
Lilly, 1999; Krajcik & Blumenfeld, 2006). Through this inquiry process and via the refinement
INFLUENCE OF SCIFEST 100
of their science projects, science fairs deepen students’ understandings of the concepts that they
investigate (Bencze & Bowen, 2009; Han et al., 2015; Krajcik & Blumenfeld, 2006). The STEM
Education Review Group (2016) recommended that science fairs should be integrated into the
STEM curriculum and assessment portion of the primary and postprimary levels in order to
strengthen STEM education in Ireland.
Similar to other countries who compete in the global market, Ireland’s educational system
partakes in high-stakes assessments. In Ireland, students who desire to further their education
and enter third-level schooling must earn high marks on the LCE (Banks et al., 2014; Childs,
2001; McCoy & Smyth, 2011). The results from these high-stakes assessments can have lasting
ramifications for individuals that include limited educational opportunities, loss of earned
income over one’s lifetime, limited career opportunities, and lowered social status (Banks et al.,
2014). Thus, preparing students for such assessments is critical for both their current and future
success.
From the data collected for Research Question 1, it was found that a significant number of
student participants perceived that teachers and school leaders encouraged participation in
SciFest to support student success on assessments. From the students’ perspectives, 56% of CSS
students agreed that school leadership encouraged participation in SciFest to support student
success on state examinations. This percentage was in alignment with the results from the other
schools, as 56% of students in other schools also agreed that school leadership encouraged
participation in SciFest to support student success on state exams. Additionally, 61% of CSS
students agreed that teachers encouraged participation in SciFest activities to support student
success on state examinations. In comparison, 64% of students from other schools indicated
INFLUENCE OF SCIFEST 101
agreement with the statement that teachers encouraged SciFest participation to support their
success on state exams (see Table 4).
Table 4
Responses Indicating That School Leadership and Teachers Encourage Participation in SciFest
to Support Student Success on State Examinations: Case Study School (CSS) Students and Other
Schools’ Students
CSS Other schools’
Survey item and response categories students students
School leadership encourages participation in SciFest to support
students’ success on state examinations.
Strongly Agree 50 120
Agree 128 364
Neutral 79 104
Disagree 23 105
Strongly Disagree 6 23
I Don’t Know 31 59
Teachers encourage participation in SciFest activities to support
student success on state examinations.
Strongly Agree 60 163
Agree 133 392
Neutral 75 168
Disagree 20 7
Strongly Disagree 7 16
I Don’t Know 21 33
Data results from the students surveyed also indicated that 43% of CSS students per-
ceived that participation in SciFest prepared students to be successful on the state exams. In
comparison to students from other schools, 40% of the latter answered that participation in
SciFest prepared students to be successful on state exams. While the student survey results for
this question were similar for CSS and for the other schools, it is important to note that the CSS
INFLUENCE OF SCIFEST 102
respondents had a slightly higher agreement rate on this question than the cumulative response
for students from other schools. Moreover, only 15% of CSS students disagreed that participat-
ing in SciFest helped prepare them for the state exams. The results for the CSS were 10% higher
than for other participating schools, as 25% of students from other schools disagreed that SciFest
participation prepared them to be successful on state examinations (see Table 5).
Table 5
Participation in SciFest Prepares Students to Be Successful on State Examinations: Responses
From Case Study School (CSS) Students and Other Schools’ Students
CSS Other schools’
Survey item and response categories students students
Participation in SciFest prepares students to be successful on
state examinations.
Strongly Agree 22 63
Agree 114 287
Neutral 112 247
Disagree 37 188
Strongly Disagree 11 31
I Don’t Know 21 54
Polled business and educational leaders perceived SciFest as beneficial for preparing
students for state exams. While only five business leaders and educational policymakers
answered this item, 80% of them indicated that participation in SciFest prepared students to be
successful on state exams. Thus, the majority of business and educational leaders who responded
to this survey item perceived SciFest as beneficial for nurturing student success on assessments
(see Table 6).
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Table 6
Participation in SciFest Prepares Students to Be Successful on State Examinations: Responses
From Business Leaders and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
Participation in SciFest prepares students to be successful on
state examinations.
Strongly Agree 0 0
Agree 0 4
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 1 0
Interviews with teachers, an administrator, and students from the CSS described partici-
pation in SciFest as compulsory for first- and fourth-year students. This compulsory requirement
was an effort on the school’s part to ensure that students partake in SciFest to gain exposure and
experience in scientific investigations. Both the deputy principal and five teachers who were
individually interviewed confirmed that participation in SciFest helped prepare students for state
exams. During an interview regarding SciFest participation, CSS’s Deputy Principal affirmed
that “it helps our students’ performance in the state exams, 100%” (interview, April 19, 2018).
CSS Teacher #1 also confirmed that “the whole experience of SciFest and that application of the
scientific method—it has to have a benefit to students in their application and understanding of
science. So that will help them in their state exams as well” (interview, April 19, 2018). Regard-
ing SciFest and its use in preparing students for state exams, CSS Teacher #2 commented that
students “plan and actually act like scientists, so for those second years and SciFest, I suppose,
would have given them great practice” (interview, April 19, 2018).
INFLUENCE OF SCIFEST 104
Further along in the interview with CSS Teacher #2, she indicated that SciFest played a
very significant role in preparing students to take the new Junior Certificate exam. Teacher #2
also commented regarding the new Junior Cycle exam:
We haven’t seen a sample state exam yet for the new junior research, but we’ve seen
examples of what might be, and it’s very much using any experiment that you want.
Show us how you would create a hypothesis. Show us how you would analyze results.
SciFest is practice for that, essentially. (interview, April 19, 2018)
Further evidence that SciFest helped prepare students for state exams was when the Head
Science Teacher at CSS, herein known as Teacher #3, stated that
in terms of the state exams, there was a certain amount of written content that they do
need to know and SciFest has helped to concrete a lot of concepts via investigations, via
research. So they’re not just learning from a textbook, but they’re learning from their
own primary data. (interview, April 19, 2018)
This comment supported the fact that SciFest has helped to cement learning by further develop-
ing science concepts through the scientific investigative process. CSS Teacher #4 also supported
the idea that SciFest helped prepare students for the state exams when he discussed how the
projects allow for students’ “understanding the principals first, building on them but allowing
them to actually have that creativity” (interview, April 19, 2018). Via IBL, that creativity is a
part of the process. Moreover, CSS Teacher #5 enthusiastically responded that SciFest participa-
tion influenced student preparation for state exams when he shared,
Oh, absolutely, 100%. I can see the fruits of the labors in SciFest in that the kids are
generally more—better prepared. I think the kids who take a part in the SciFest competi-
tions—generally they will plan their project better. They will have a clear understanding
INFLUENCE OF SCIFEST 105
of what they want to do. They have a good idea of the targets that need to be met. Any
work done on SciFest which prepares the students for the exam—the work they do, the
learning that goes on there—has much broader connotations and positive connotations for
the kids. (interview, April 19, 2018)
Six out of 10 CSS students who were interviewed expressed that participation in SciFest
helped prepare them for state exams by increasing their confidence in their oral presentation
skills. In an interview conducted at CSS with Student #6, the student indicated that working on a
SciFest project enabled students to “talk to other people about something that they’ve learned so
then that can prepare them to remember stuff for the exam” (interview, April 19, 2018). Further
along in the interview, Student #6 added, “And it prepares them because they have to talk about it
as well, so then for their orals they’re going to be more confident talking to people that they don’t
know well” (interview, April 19, 2018).
According to CSS Student #1, SciFest engaged students in their learning and made it
easier for students to prepare for exams. CSS Student #1 expressed that SciFest “helps us study
for the exams, and it’s easier for us to remember because it’s something fun to remember rather
than just studying a text book” (interview, April 19, 2018).
SciFest also provided students with the opportunity to practice writing up their experi-
ments, which is something that students said that they needed to know how to do for the state
exams. CSS Student #1 expressed that SciFest “helps us practicing our write-up for experiments
because a large part of our state exams are—you have to write an experiment” (interview,
April 19, 2018). CSS Student #3 indicated that SciFest “can help with revising” interview,
April 19, 2018), which also supported the notion of SciFest as an opportunity to further develop
writing skills that are needed in the state exams.
INFLUENCE OF SCIFEST 106
In terms of timing, students interviewed at CSS indicated that SciFest takes place in Janu-
ary or February, months prior to when state exams occur. Additionally, students partook in
SciFest right after the winter holidays so that when students returned from the winter break, they
began to work on their SciFest projects. According to Students #1, #3, and #4 (interviews,
April 19, 2018), these projects provided them with the opportunity to review previously taught
information and to learn additional information prior to state exams.
With regard to topics chosen for SciFest, CSS Student #2 shared that the topics chosen
for SciFest can help prepare students for their exams. In support of SciFest helping to prepare
students for exams, CSS Student #2 expressed, “It’s helping you because your exams are coming
up, so it would help you, because mostly people do stuff that’s going to be on their exams”
(interview, April 19, 2018). In a similar vein, CSS Student #1 shared that SciFest helped prepare
students for the CBAs and served as practice for these assessments when she expressed that
we have a classroom-based assessment where we have to do a project, so it helps us
practice for that as well. I think that’s why they make us do it first year because second
year, you have to do a CBA so it’s kind of like, here’s a practice round of CBAs. (inter-
view, April 19, 2018)
In an interview with an educational officer from the National Council for Curriculum and
Assessment (NCCA), she implied that SciFest participation was beneficial for preparing students
for the CBAs. The NCCA educational leader conveyed that there are changes in the science
curriculum that “are very much aligned with the mission of SciFest or the vision of SciFest”
(interview, April 18, 2018). She indicated that since the Irish educational system is very exam
driven, teachers have students partake in certain activities and curriculum that prepare them for
assessments. This educational leader discussed the new CBAs that students take during their 2nd
INFLUENCE OF SCIFEST 107
year of the Junior Cycle. She also highlighted that a part of this CBA included students complet-
ing an extended experiment. She explained that an extended experiment is an investigative
scientific process that students choose based on their interests; she noted that participants in
SciFest had experience in completing such experiments. In her own words, she said, “So having
participated in SciFest would really give those students—it would be a valuable experience for
them when they come to do this” (interview, April 18, 2018).
In an interview with two educational leaders from the Department of Education and
Skills, one of them also commented on the changes to the science portion in the Junior Cycle and
the move toward CBAs for the students:
We’ve recently changed the science specification in Junior Cycle, and to kind of maybe
developing of skills, getting the students involved in classroom-based assessments,
inquiry-based learning, which all are similar to what you would be doing if you weren’t
doing your own independent work in a project. So if you were doing SciFest, you’re
applying some of those skills that you’re learning from Junior Cycle, and vice versa.
Those skills are immediately transferable into Leaving Cert and continuing your studies
there. So, and they’re life skills. (interview, April 16, 2018)
Thus, educational leaders from the NCCA and the Department of Education and Skills expressed
that SciFest provided students with similar experiences in inquiry-based learning and the utiliza-
tion of soft skills that students can practice, develop, and apply to their CBAs during their Junior
Cycle (interviews, April 18, 2018 and April 16, 2018, respectively). Additionally, another
educational leader from the Department of Education and Skills indicated that the skills applied
during SciFest are transferable skills that students can further develop in their Senior Cycle and
utilize during the culminating LCE (interview, April 16, 2018).
INFLUENCE OF SCIFEST 108
Two educational leaders mentioned that SciFest participation can influence students’
subject choices for the LCE. In an interview with two educational leaders from the Department
of Education and Skills, one remarked that students who participated in SciFest in their Junior
Cycle were more likely to choose science subjects for their Leaving Certificate (interview,
April 16, 2018). The Director of Trinity College indicated that science fairs can indirectly
influence students’ subject choices for the Senior Cycle (interview, April 16, 2018). The Direc-
tor further shared that
there isn’t that direct connection, but there is a very strong indirect connection, because
again, what you’re offering when the student does the project—you offer them a view
into the world of science and technology, you give them a window into it, and they can
see if they like it. (interview, April 16, 2018)
Thus, by participating in SciFest, students can take an interest in a particular science field, pursue
this as an area of study for their Senior Cycle, and begin to hone in on learning and preparing
themselves in this chosen area of interest for the LCE.
Dublin City University’s (DCU) President shared that while SciFest is not formal prepa-
ration for state exams, students who participate in SciFest gain a deeper knowledge of the content
that they studied and are better prepared to answer questions related to those science areas. The
university’s President explained,
I think it’s not a formal preparation, but I think what we’ve discovered is students get
more excited about science, and I think like most things, you develop a deeper under-
standing. So it becomes less formulaic. So I think their ability to understand questions
that might appear on the examination and answer those in greater depth—so I think you
INFLUENCE OF SCIFEST 109
just enhance the overall experience. And I think it’s why inquiry-based learning is so
important. (interview, April 16, 2018)
Data from surveys and interviews indicated that student participation in SciFest served as
informal preparation and an avenue that helped support student success on state exams inclusive
of the Junior Certificate, the LCE, and the new CBAs. In particular, interviews with students,
teachers, and educational leaders found that SciFest provided students with the opportunity to
practice applying the scientific method via IBL and helped students to cement their understand-
ing of key science concepts. This understanding, in turn, indirectly and informally prepared them
for responding to related science questions found on state exams.
Theme 2: SciFest Further Develops 21st-Century Skills and Strategies That Help Prepare
Students for State Assessments
Via STEM projects that include displays and presentations, SciFest promotes IBL.
According to Wagner (2008), innovative instructional strategies such as PBL help to nurture the
development of 21st-century skills that students need to be successful in a globalized economy.
In PBL, students drive the learning via the inquiry process, teachers facilitate, and students
engage in relevant and meaningful projects that are of interest and importance to them (Bell,
2010; Krajcik & Blumenfeld, 2006). As students work collaboratively in groups, they draw upon
theories and apply concepts and experiment with various ways to problem solve. While working
together through the inquiry process, students increase their understandings of key concepts (Han
et al., 2015; Krajcik & Blumenfeld, 2006). Importantly, Han et al. (2015) revealed that PBL is an
effective approach for teaching STEM and that PBL is correlated with higher student achieve-
ment in STEM subjects (Slough & Milam, 2013).
INFLUENCE OF SCIFEST 110
A second theme that emerged from the data collected for Research Question #1 was that
SciFest provided students with opportunities to further develop 21st-century skills and strategies
that helped prepare them for exams. In terms of quantitative data, student surveys indicated that
83% of CSS students believed teachers employ IBL to positively influence school participation in
SciFest. Similarly, 84% of students from other schools answered that teachers use IBL to influ-
ence student participation in SciFest (see Table 7).
Table 7
Use of Inquiry-Based Learning to Influence SciFest Participation: Responses From Case Study
School (CSS) Students and Other Schools’ Students
CSS Other schools’
Survey item and response categories students students
Teachers at my school employ inquiry-based learning to positively
influence school participation in SciFest.
Yes 244 664
No 50 130
Survey results from the business and educational policymakers indicated that 100% of
these participants who answered the question felt that SciFest provided opportunities for students
to develop 21st-century skills. Thus, these participants perceived SciFest as an avenue for
students to cultivate the soft skills needed in the 21st century (see Table 8).
An interview with CSS Teacher #5 divulged that SciFest’s IBL provided a benefit to
students:
SciFest in particular is strong at developing an inquiring mind, getting the kids to come
up with a hypothesis, and then going and researching and investigating the hypothesis and
INFLUENCE OF SCIFEST 111
Table 8
SciFest Provides Opportunities for Students to Develop 21st-Century Skills: Business Leaders
and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
SciFest provides opportunities for students to develop 21st-
century skills.
Strongly Agree 0 3
Agree 1 1
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 0 0
coming up with the answers. That inquiry-based learning is probably in my opinion the
single strongest element of participation in SciFest. (interview, April 19, 2018)
As research suggests, IBL enables students not only to grow in their understanding of science
concepts but also to cultivate their use of 21st-century skills inclusive of communication, collab-
oration, creativity, critical thinking, problem solving, agility and adaptability, and taking initia-
tive (Wagner, 2008, 2012).
Evidence of 21st-century skills and the utilization of technological advances was
observed in several classrooms. Three out of the five classrooms observed had evidence of
student collaboration in either pairs or group work. In a 3rd-year technology classroom, students
were observed working on independent projects but were allowed to support one another in
generating ideas and problem solving as they struggled to find solutions; these projects were part
of the preparation for the Junior Certificate exams. In observing a third-year coding class, the
teacher had students working in pairs, groups, and on their own to complete a project during class
INFLUENCE OF SCIFEST 112
time. During an observation of a second-year science class, students were engaged in working in
groups as they delved through the scientific process. In all five of the classrooms, technology
was used as a tool for teaching and as a tool for student learning. Thus, classroom observations
indicated the school’s emphasis on creating opportunities for students to utilize technology as
they practiced 21st-century skills.
While classroom observations gave limited information to support this theme, interviews
with teachers, an administrator, and students were highly valuable in formulating the response.
Interviews with teachers, an administrator, and students supported that SciFest engaged students
in developing 21st-century skills and strategies that were useful to students during assessments.
In support of this notion, CSS’s Deputy Principal shared that
the strategies that are employed to prepare them for the state exams—I guess it’s the key
skills that they’re really developing and working on their projects. It’s team work. It’s
problem solving and resilience. It doesn’t really all come together, and I think those
obviously key skills that they are developing and they are utilizing, even though they may
not be aware of it, are fundamental in preparation—the skills that they will require in their
3 years leading up to their state exams. (interview, April 19, 2018)
Further along in the interview, the Deputy Principal remarked,
I think it’s by selling those kind of key skills, selling the energy and enthusiasm, selling
problem solving, imagination, working together, teamwork, communication—all those
skills that our students now need—especially with our new Junior Cycle in Ireland.
There’s a whole change of—we’re moving away from traditional state exams. They’re
like gone, and we’re now going to like course-based elements, classroom-based elements,
sorry, and going to oral parts of our exam, or oral all done before their official state exam,
INFLUENCE OF SCIFEST 113
all focused on key skills. SciFest is basically, although it’s happening well before Junior
Cycle, it’s totally gearing up to match the needs of our Junior Cycle. You’re like, with
everything we’re going to try and teach them here, or they experience here, we actually
want now for our new Junior Cycle assessments. I think it’s making those links, so the
teachers really see the benefits that are for the teachers and the students, because we are
trying to teach those skills of communication, of teamwork, of resilience, of problem
solving, and I think SciFest really does provide the perfect springboard for that. (inter-
view, April 19, 2018)
CSS’s Teacher #4 also supported that SciFest engaged students in using 21st-century
skills; however, she suggested that the application of these skills is dependent upon the project
that students choose, thereby implying that student initiative plays a factor as well. Teacher #4
revealed that “they’re benefitting the critical and analytical skills. But it’s how they apply them,
rather they’re going to actually challenge themselves or they’re gonna do something simple. So it
depends on the project” (interview, April 19, 2018).
There was evidence that SciFest afforded students the opportunity to collaborate with
their peers and teachers as they conducted their research projects; thus, crafting their skills in
working with others helped them to nurture their ideas and develop strategies learned from one
another. In an interview with CSS Teacher #5, he commented that
there’s a lot of peripheral learning that goes on as well, such as teamwork and collabora-
tion and that, with the students and also with the teachers. I would be a very strong
believer that the teacher engages with the individual students as closely as they can in a
collaborative effort, and definitely SciFest feeds into that very strongly in my opinion.
(interview, April 19, 2018)
INFLUENCE OF SCIFEST 114
Furthermore, CSS Student #5 referenced the importance of collaboration and how this helps to
prepare students for their state exams: “If they’re doing a project together and learning about the
project, that can help them and give them new ideas or new strategies towards the exams” (inter-
view, April 19, 2018).
CSS Student #4 commented on how SciFest helped prepare students for state exams by
building confidence in their communication skills and provided the opportunity for students to
work collaboratively with others:
Some state exams you have to write essays. You have to do write-ups. And then, for
English or something, it’s speaking to a class or your teacher, so it does help you improve
your—say, if you have stage fright or something, it helps you improve talking to other
people. And it helps you just study and that you’re doing something and you’re not
working by yourself. (personal interview, April 19, 2018)
Similarly, CSS Student #3 supported that SciFest furthered students’ development of communi-
cation, collaboration, and presentation skills. With regard to SciFest, Student #3 agreed:
It does help with communication skills as well as studying. You have to prepare how you
and say, your partner, are going to present the project to the person who is coming to
evaluate it. So, it doesn’t just help with revision in class—it can also help with talking to
people. (interview, April 19, 2018)
The ability to analyze information to determine relevance is part of the 21st-century skills
known as critical thinking. In a conversation with CSS Teacher #5, he commented on the
research via SciFest and how it helped to nurture analytical skills: “Research involving the kids
to find out what subjects do they want to look at, what are they going to examine, and the reasons
for examining that” (interview, April 19, 2018). CSS Teacher #5 also implied that SciFest
INFLUENCE OF SCIFEST 115
encouraged students to make decisions with intent and purpose based on research and relevance
to the topic under study (interview, April 19, 2018).
An important component pertinent to problem solving is time management. SciFest
helped to prepare students to manage their time and gave them practice with this so that they
were better prepared to plan and pace during state exams. CSS Teacher #5 articulated, that
students are notoriously poor at time management, and certainly with the SciFest it helps
if, with the student, you sit down and you negotiate. I use that word deliberately. You
negotiate a particular time frame for the project. I think that feeds very well into the state
examinations—that they go into the state exams better prepared and less in a panic with
cramming for exams beforehand. (interview, April 19, 2018)
Interviews with MNC representatives also supported that SciFest helped to build
students’ 21st-century skills and prepared students for state exams. The representative from
Biopharmachem Ireland referred to SciFest as an opportunity for students to develop problem-
solving skills, critical thinking skills, and increased confidence in their communication skills.
She also mentioned that these skills are very important in preparing students for state exams
(interview, April 20, 2018).
An engineering manager from New Product Development (NPD) at DePuy Synthes, a
Johnson & Johnson company, indicated that SciFest fostered the development of 21st-century
skills needed for the LCE:
I think an awful lot of this is transferable. Some skills that the kids are learning here in
relation to time management, having deadlines that have projects completed by, that will
stand for them as they’re starting to study for their Leaving Cert Exams. (interview,
April 20, 2018)
INFLUENCE OF SCIFEST 116
Thus, according to this engineering manager, SciFest has enabled students to develop time
management skills that are useful for them as they begin to study for their LCEs.
Indeed, SciFest provided students with an additional opportunity to cultivate the develop-
ment of 21st-century skills. Both surveys and interviews with participants indicated that through
the inquiry process, students’ 21st-century skills increased and their understanding of science
concepts was deepened. Thus, participation in SciFest enabled students to utilize 21st-century
skills in meaningful, relevant ways and increased their understanding of science concepts so that
they were better prepared to perform on assessments, including the Junior Certificate and LCE.
Findings for Research Question 2
Research Question 2 asked, “How does school leadership influence participation in
SciFest?” This question investigated the ways in which school leadership influenced SciFest
participation. Information gathered from interviews with students, teachers, a school administra-
tor, and educational leaders informed the response to this question. Quantitative data in the form
of surveys from students and business and educational policy leaders provided further evidence.
When the collected data were triangulated, a situational perspective revealed the influence of
school leadership in SciFest participation.
Theme 1: School Leadership Provides Support for SciFest Participation
Bolman and Deal’s (2008) organization theory is comprised of four leadership frames:
structural, human resource, political, and symbolic. As it relates to SciFest, from a school’s
perspective the structural frame encompasses the managerial items, such as the rules and regula-
tions of the SciFest competition. The human resource frame embodies the people and the rela-
tionships associated with successful implementation of SciFest, including effective communica-
tion, addressing needs, and collaborating with stakeholders to make the competition and all that it
INFLUENCE OF SCIFEST 117
entails a reality. The political framework involves the politics of the program and the building of
coalitions. Finally, the symbolic frame includes the collective vision, mission, and the purpose of
SciFest.
As the research indicated, school leadership empowers stakeholders so that the vision,
goals, and actions of a school can be fulfilled (Bolman & Deal, 2008). According to Scott
(2012), principals regard their teaching force as an important component in determining high-
quality STEM programs. Successful schools hire committed educators who show commitment
to the school’s mission and initiatives. Moreover, principals encourage teachers to serve as
leaders among their peers for matters pertaining to instruction and student learning (Scott, 2012).
School leaders also ensure that there is scheduled and regular set-aside time for matters of
importance (Fulton & Britton, 2011). McComas (2011) also wrote that teachers need release
time to plan and to prepare students for participation in science fairs. School leaders reach out to
establish partnerships with community members and those in the STEM labor workforce (Scott,
2012).
A review of the data collected for Research Question 2 revealed that school leadership
provided support for SciFest participation. Via survey results, 58% of CSS students believed that
school leadership provided support in terms of time, materials, and training for participation in
SciFest. In comparison, 67% of students from other schools indicated that their school’s leader-
ship provided support for SciFest via time, materials, and training (see Table 9).
Survey data from the business and educational policy leaders indicated that 40% of
survey respondents agreed that school leadership provided support in terms of time, materials,
and training for participation in SciFest. Twenty percent indicated that they disagreed; 20%
remained neutral; and 20% indicated that they did not know (see Table 10). Because the business
INFLUENCE OF SCIFEST 118
Table 9
School Leadership and Support for SciFest Participation: Responses From Case Study School
(CSS) Students and Other Schools’ Students
CSS Other schools’
Survey item and response categories students students
School leadership provides support, including, time, materials,
and training, for participation in SciFest.
Strongly Agree 49 215
Agree 123 331
Neutral 51 105
Disagree 16 75
Strongly Disagree 6 29
I Don’t Know 51 60
Table 10
School Leadership and Support for SciFest Participation: Responses From Business Leaders
and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
School leadership provides support, including time, materials,
and training, for participation in SciFest.
Strongly Agree 0 0
Agree 0 2
Neutral 0 1
Disagree 0 1
Strongly Disagree 0 0
I Don’t Know 0 0
and educational policy leader participant pool is rather small, this survey demonstrated limited
evidence to support this finding.
INFLUENCE OF SCIFEST 119
The qualitative data shed additional light on the CSS’s situation. In an interview with
CSS’s Deputy Principal, it was revealed that SciFest was well planned so that time constraints
were avoided. CSS’ Deputy Principal disclosed that
what goes well with SciFest is it happens in 1st year, and so we don’t have those con-
straints of curriculum. We don’t have state exams around the corner. They are that little
bit in the distance, so we can allow this time. (interview, April 19, 2018)
It became apparent that the principal of the CSS ensured that there were student and
teacher participation, funding for materials, set-aside time, and administrator visibility. The
school principal was present during SciFest, talked to students, and showed his support for the
program. The principal also supported SciFest by authorizing access to judges and others, such
as the news media, during the event (CSS Teacher #2, interview, April 19, 2018; CSS Student
#10, interview, April 19, 2018).
With the support and guidance from administration, teachers were instrumental in bring-
ing SciFest to fruition. In this vein, the main coordinator of SciFest for CSS was the Head
Teacher for the Science Department. This individual was collaborative and worked with other
teachers so that SciFest participation was a success. This teacher was instrumental in having all
1st-year students participate in SciFest. She also collaborated with other teachers regarding
decisions made about students’ participation in SciFest, as Teacher #2 suggested that transition-
year students should do SciFest as well because “they have more time. They’re not working
towards an exam and they have the practice for them” (interview, April 19, 2018). Later on she
added: “You would hope that they would do higher standard projects than first years” (interview,
April 19, 2018).
INFLUENCE OF SCIFEST 120
Supportively, CSS Teacher #2 stated that both the Principal and the Deputy Principal,
“are completely on board and support SciFest” (interview, April 19, 2018). Teacher #2
expressed that the Deputy Principal assisted the main coordinator in the organization and facilita-
tion of logistics for SciFest so that the event was a success (interview, April 19, 2018). As
students progressed through the SciFest competition, school leadership supported teachers and
the main coordinator by authorizing coverage for their classrooms so that they could be in
attendance at both the local and regional competition levels with students (CSS Teacher #2,
interview, April 19, 2018).
In terms of instructional time devoted to SciFest, CSS Teacher #2 indicated that 3 weeks
were set aside for first years “to just do SciFest” (interview, April 19, 2018). Later on she
revealed that some content from the 1st-year curriculum was excluded to make room for SciFest
and that this curriculum was taught to students in their 2nd year. In further support of set-aside
time in the instructional calendar for SciFest, CSS Teacher #3 noted, “We generally set to start
our preparation for SciFest during Science Week, which is in November. We have our SciFest at
school project in February. So we give ourselves plenty of time for that” (interview, April 18,
2018).
In further support of school leadership allocating time and resources, CSS Teacher #5
shared,
Also, from the point of view of materials and equipment and the cost involved, it was
very clear that there were no barriers that were to be set for whatever costs would be
involved in getting students, or time from classes to get students prepared or involved in
the SciFest, so 100% support from the senior management. (interview, April 19, 2018)
INFLUENCE OF SCIFEST 121
CSS Teacher #5 expressed that staff and students devoted their own time after school to SciFest
and that school administration was highly supportive of giving “extra time or extra classes to
collaborate with staff, whereby the after-school activities couldn’t occur” (interview, April 19,
2018). CSS Teacher #4 concurred, “He’d be great at giving us all the resources and time that we
need, but he also monitors it as well” (interview, April 19, 2018). CSS Teacher #4 shared that all
of the departments allowed students time out of their classes to prepare for and attend SciFest;
thus, the school leadership nurtured schoolwide support for this science and technology initiative
(interview, April 19, 2018).
In an interview with DCU’s President, he mentioned several ways that school leadership
supported SciFest. He indicated that it was very evident what a school principal valued based on
what the administrator supported. In particular, he shared that some ways that school leaders
supported SciFest was through “establishing the culture in the school itself, endorsing STEM or
SciFest and related matters, supporting teachers in doing it, sending teachers on courses” (inter-
view, April 16, 2018). He further noted that providing teachers with release time for the projects
helped to decrease their stress levels and was another measure of support (interview, April 16,
2018).
A representative from Ireland’s Department of Education and Skills described ways that
school leadership supports SciFest participation. She indicated that it is imbedded in the school’s
culture, promoted by the principal, and appropriately mapped out in terms of time so that the
participation is woven into the master schedules (interview, April 16, 2018).
Indeed, the collected data indicated that school leadership played an important role in
supporting SciFest participation. In particular, at the CSS it was apparent that school leadership
provided time and resources to ensure that SciFest was a success. Evidence showed that the
INFLUENCE OF SCIFEST 122
school leader’s presence during the event and interactions with SciFest participants were instru-
mental in demonstrating support for SciFest. Interviews with MNC representatives revealed the
important role that school leadership played in ensuring that SciFest was appropriately calen-
dared into the master schedules, that teachers had release time for the projects, and the overarch-
ing idea that school leaders solidified SciFest as a part of the school’s culture.
Theme 2: There Are Qualities That School Leaders Exhibit That Influence SciFest Partici-
pation
According to Bolman and Deal (2008), school leaders build teams and build capacity.
They empower their staff to play critical roles in schoolwide initiatives and encourage active
participation (Bolman & Deal, 2008). Leaders provide information and support to ensure the
success of their teams (Bolman & Deal, 2008). In addition, it is critical to communicate to
teachers the importance of science fairs, what such programs entail, and how educators can guide
students in successful participation (McComas, 2011).
Another theme that emerged from Research Question 2’s collected data was that school
leaders displayed leadership qualities that positively influenced SciFest participation. Quantita-
tive data gathered from survey results revealed that 57% of CSS students indicated that school
leadership was a positive influence on SciFest competitions at their school. In further support
and with a greater rate of agreement than at the CSS, 69% of students from other schools indi-
cated that their school’s leadership was a positive influence on SciFest competitions (see Table
11).
Survey results from the business and educational policy leaders provided additional
evidence for this theme. It was revealed that 80% of the business and educational policy respon-
dents viewed school leaders as a positive influence on SciFest competitions in schools. Twenty
INFLUENCE OF SCIFEST 123
Table 11
School Leadership Is a Positive Influence on SciFest Competitions: Responses From Case Study
School (CSS) Students and Other Schools’ Students
CSS Other schools’
Survey item and response categories students students
School leadership is a positive influence on SciFest competitions
at my school.
Strongly Agree 52 180
Agree 117 393
Neutral 57 132
Disagree 17 41
Strongly Disagree 5 15
I Don’t Know 48 66
percent marked I don’t know. Thus, the majority of surveyed business and educational leaders
perceived school leadership as a positive influence on SciFest competitions (see Table 12).
Table 12
School Leadership Is a Positive Influence on SciFest Competitions: Responses From Business
Leaders and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
School leadership is a positive influence on SciFest competitions
in schools.
Strongly Agree 0 0
Agree 0 4
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 1 0
INFLUENCE OF SCIFEST 124
Building upon these data, qualitative information indicated demonstrable school leader-
ship qualities from administration at the CSS. Inspiring and passionate were found to be two
leadership qualities that led staff to participate in SciFest. The CSS Deputy Principal remarked,
“Well, I guess I think you need to lead from the front, so I think you need to be really passionate
and believe in it, so that you can sell that to your team or to the students” (interview, April 19,
2018). She later added, “I think if you can sell it and you are kind of a champion of it, I think that
your team will feed off that” (interview, April 19, 2018). Thus, school leaders needed to demon-
strate the ability to inspire a team to action in order for SciFest to be successfully implemented at
the school site level.
Being a visionary was another leadership quality that influenced SciFest participation.
Evidence suggested that the school principal had a school vision and involved the school com-
munity in fulfilling it. Regarding her school principal’s visionary leadership, CSS Teacher #3
said,
He wants us to be leading, basically the country in 21st-century teaching and learning.
And people that he employs here have the same vision. So he instills high standards. He
wants us to be leading the pack. He’s an excellent leader. In terms of students, he holds
as high expectations of all students. Everybody feels that they can do well, and everyone
feels that they can succeed. And he always makes people feel like they can, connects with
them on that level. (interview, April 19, 2018)
Organizational skills were also of paramount importance. Additionally, “being a leader
and owning it and having that energy and enthusiasm are key things to make it, to drive it” (CSS
Deputy Principal, interview, April 19, 2018).
INFLUENCE OF SCIFEST 125
Two other school leadership qualities that were apparent in the study were excellent com-
munication skills and displaying confidence. CSS Student #5 indicated that in order to success-
fully implement SciFest, schools needed a leader “who can talk to anyone and have confidence in
what they’re doing” (interview, April 19, 2018). CSS Student #1 shared that clear communica-
tion about SciFest expectations was important and that leaders needed to communicate to the
students the steps and details so that students can properly plan and prepare for the competition
(interview, April 19, 2018).
A supportive leader was another quality that influenced students’ engagement. Expand-
ing on this notion, CSS Student #1 shared that “it’s the sort of leadership that it isn’t full hands
on, forcing you to do things and controlling my decisions—it’s just a helping hand to get through
it” (interview, April 19, 2018). CSS Student #3 corroborated, “I definitely think support is a
major skill that’s needed” (interview, April 19, 2018). Two CSS teachers mentioned that the
school leader was supportive in the sense of providing resources and ensuring that information
was disseminated to the staff (Teachers #4 and #5, interview, April 19, 2018).
Interviews with students illustrated that “one leadership [quality] that was very strong was
encouragement” (CSS Student #4, interview, April 19, 2018). The school leader encouraged
both the students and the teachers to get involved in SciFest. CSS Teacher #5 recalled that as
SciFest drew near, the school leader was “positively encouraging people to get involved. An
open invitation for all members of staff” (interview, April 19, 2018). Positive praise and encour-
agement from the leader also motivated students to participate and do their best in SciFest (CSS
Student #2, interview, April 19, 2018). Also, encouragement from leadership motivated students
to compete and instilled confidence in their abilities to do well in their science projects (CSS
Students #1 and #3, interviews, April 19, 2018). CSS Teacher #4 agreed: “He also encourages
INFLUENCE OF SCIFEST 126
the kids as much as he can, which makes it a lot easier for us. He definitely motivates them to
try” (interview, April 19, 2018).
Visibility and involvement were important school leadership qualities also noted by
participants. The school principal was present at SciFest, took the time with students and their
projects, encouraged them, and built up their confidence. CSS Teacher #4 remarked, “So in
terms of the leadership, because he’s definitely—he’s involved, which is great. He’s not stand-
offish. He’s not just observing” (interview, April 19, 2018). CSS Teacher #3 expanded on this
idea and commented,
When he comes around for SciFest and he goes on to each individual project. We had 84
projects this year and he went to every single one of them, talked to every single student,
and was telling them all how great they were, building confidence in them. (interview,
April 19, 2018)
Similarly, CSS Teacher #5 affirmed that the CSS leader is highly visible and involved in SciFest:
He’s hands-on. He will visit classes, he will visit teachers; and when the preparations
were going on in the science labs and in the engineering labs, he made a point of coming
down. Not necessarily being invited, but himself proposing to come down and see what
was going on. Any event on the SciFest itself, he was always highly visible, supporting it
and encouraging, dealing with the students individually, going to the groups themselves
involved in SciFest and speaking with them. (interview, April 19, 2018)
It was found that school leaders empowered their staff and nurtured them to be leaders as
well. Thus, teachers played a critical role in carrying out school initiatives such as SciFest. At
the CSS, the Head Science Teacher, Teacher #3, served as the main coordinator for SciFest.
Supportively, she said, “I suppose he’s built a great team around him to have achieved that
INFLUENCE OF SCIFEST 127
vision. And SciFest is definitely there—we really want to be doing well at SciFest. We put in a
lot of work into it” (interview, April 19, 2018).
In addition to the students, teachers, and administrator interviews at the CSS, the inter-
view with the educational leader from DCU also revealed evidence that there were particular
leadership qualities that a leader exhibits to influence SciFest participation. DCU’s President
believed that one such leadership quality was enthusiasm (interview, April 16, 2018). He men-
tioned that strategic thinking and having a growth mindset were two other school leadership
qualities that influenced SciFest participation (interview, April 16, 2018).
An educational leader from Ireland’s Department of Education and Skills suggested that a
school leader who influenced SciFest exuded openness, a progressive mindset, and good man-
agement skills (interview, April 16, 2018). The Director of Trinity College indicated passion as a
leadership quality that influenced participation in science fairs. He added the leadership quality
of being supportive: “If the principal prioritizes, it will take off” (interview, April 16, 2018).
In closing, survey data indicated that a significant number of students believed that school
leadership was a positive influence on SciFest participation. As well, a large majority of busi-
ness and educational leaders perceived that school leaders were a positive influence on SciFest
participation. Interviews with educational leaders revealed additional perceptions that school
leaders exhibited demonstrable leadership qualities that encouraged SciFest participation. Par-
ticipants interviewed at the CSS detailed that CSS’s principal exhibited specific leadership
qualities that influenced SciFest participation: being inspirational, passionate, visionary,
exhibiting encouragement, being organized,, communicative, supportive, being visible, involved,
and empowering others. In addition, these leadership qualities built teacher capacity, students’
capacities, and provided the fuel to drive the implementation of SciFest at the CSS.
INFLUENCE OF SCIFEST 128
Findings for Research Question 3
Research Question 3 asked, “How does participation in SciFest influence female stu-
dents’ interest in enrolling into senior-level and third-level STEM courses?” This question
aimed to learn if and how SciFest participation influenced female students’ educational deci-
sions. In addressing this question, data were gathered via surveys from female students. Further
information was collected during interviews with students, teachers, a school administrator,
MNC representatives, and political and educational leaders. When the collected data were
triangulated, a situational perspective revealed the influence of SciFest participation on female
students and their interests in pursuing STEM.
Theme 1: SciFest Builds Female Students’ Confidence in STEM Subjects
Research indicated that there is much to be done to close the gender gap in STEM (Acker,
1987). Acker (1987) posited that changing social practices, social norms, and society’s attitudes
is key to countering gender inequities; she also advocated for increasing females’ educational
opportunities as a means to alter the gender divide.
According to Regan and DeWitt (2015), more men choose careers in science fields than
women; thus, women continue to be visibly missing from the STEM workforce. Research has
indicated that adolescent girls tend to perceive science subjects, particularly the physical sci-
ences, as being masculine; thus, these fields have been less attractive career options for women.
Notably, females’ self-concepts in science have played a significant role and affected their desire
to pursue STEM fields (Regan & DeWitt, 2015).
In reviewing the collection of data for Research Question 3, a theme that emerged was
that SciFest builds female students’ confidence in STEM subjects. This theme was mainly found
INFLUENCE OF SCIFEST 129
via interviews with participants. Survey results indicated limited information to support this
theme.
In disaggregating the survey data by gender, it was found that 41% of CSS female stu-
dents agreed that SciFest participation enhanced STEM educational development in students.
This percentage was significantly lower than the results obtained from female students for the
other schools in that 60% of female students in other schools agreed that SciFest participation
enhanced STEM educational development in students. Thus, a significantly higher percentage of
female students from other schools than CSS females responded that SciFest bolstered students’
STEM development (see Table 13).
Table 13
SciFest Participation Enhances STEM Educational Development: Responses From Case Study
School (CSS) Female Students and Other Schools’ Female Students
CSS female Other schools’
Survey item and response categories students female students
SciFest participation enhances STEM educational development
in students.
Strongly Agree 12 82
Agree 42 251
Neutral 30 110
Disagree 6 29
Strongly Disagree 2 5
I Don’t Know 41 76
Note. STEM = science, technology, engineering, and mathematics.
Because research has shown that girls’ self-concepts in what they can accomplish in
science influences their decisions to pursue STEM fields, strengthening their confidence in this
INFLUENCE OF SCIFEST 130
area is of paramount importance. Encouragingly, in interviews conducted at CSS, students and
teachers indicated that SciFest was a confidence boost for students, particularly female students.
CSS Student #1 commented,
Mainly girls because there are some, not always, but there are some girls or some people
who think oh yeah, computer science or sciences in general are a man’s job, so SciFest is
really just a confidence boost for those who thought science is a man’s thing. Most of the
science teachers in our school are girls, so we’re already getting role models by our
teachers just having Master degrees in science. (interview, April 19, 2018)
Student #1’s remarks indicated that SciFest gave female students confidence in partaking in
STEM fields and since her school had mostly female science teachers, these teachers served as
role models and validated for her that females can successfully perform in STEM subjects.
CSS Student #1 also said SciFest built students’ confidence when she commented, “It’s
really a big confidence boost and it really helps us get a refreshing, or like a new side to science”
(interview, April 19, 2018). CSS Student #3 said, “There’s isn’t a certain line that people can’t
cross” (interview, April 19, 2018). Consequently, SciFest supported the mindset in female
students that they can do science and their opportunities are limitless.
Teachers also believed that SciFest built confidence in female students as they partici-
pated in the process for developing their projects. CSS Teacher #2 mentioned that SciFest
instills female students
with the confidence of being able to go through the scientific method, being able to graph,
being able to find slope, to find proportion, relationships, that sort of thing, so that they
can get their results and go through it, and they’ve quite clarity on that. (interview,
April 19, 2018)
INFLUENCE OF SCIFEST 131
CSS Teacher #1 considered SciFest as an opportunity for female students to develop confidence
in their abilities to do well in STEM fields and to pursue these fields in the future. Teacher #1
noted,
It may—as I said, it may give them the confidence that they could be good at this. And
they can see that, well, for the first time maybe, “I’m actually doing my own work here.
And I’d like to continue doing this kind of work.” (interview, April 19, 2018)
In the interview conducted with CSS Teacher #5, he indicated that SciFest created oppor-
tunities for female students to collaborate and learn with their peers, to actively participate in
dialogue and to practice their presentation skills. CSS Teacher #5 stated that
there would be a number of advantages there. Certainly it’s an opportunity to go and
collaborate with other students. It’s an opportunity to show the talents. Maybe it’s the
case that in class they’re quieter and they may not be as participative in the class as they
might be in the active engagement on a project with other students, to name a few. I think
certainly from the point of view of a personal advantage, having to stand in front of a
series of judges and present your work and maybe take some serious questionings from
the judge as to why you did this and why you did that, I think that’s very good for the
students as well. There would be both academic and personal advantages for them, I’d
think. (interview, April 19, 2018)
Seemingly, experiences such as these are confidence boosters for female students.
Students also felt that teachers’ encouragement helped instill confidence in females.
CSS Student #3 mentioned that
if a teacher is to come over and encourage them to even just get involved by saying
something as little as, “Would you like me to help?” or anything like that, as long as it
INFLUENCE OF SCIFEST 132
gets them to feel like they can, gives them the confidence, the reassurance that “I can do
this. I’m not silly or anything. I’m smart enough to do this.” (interview, April 19, 2018)
CSS Student # 1 reiterated this notion when she said,
It takes things like almost constant encouragement at the start or just a pat on the back
saying, “That’s a good idea” or “That experiment went really well for you,” for people to
start to realize, “Oh, yeah, I should be bothering because it feels good to get praise,” or “It
feels good to do something by myself that I can be proud of.” It’s mainly just getting the
ball rolling for people who wouldn’t seem as interested because they’ve been putting
themselves down. It’s all about your mindset really. How to challenge the mindset of, “I
can’t do this.” (interview, April 19, 2018)
Besides students and teachers at CSS, other participants, such as MNC representatives
and educational leaders, credited SciFest for building confidence in female students. In an inter-
view conducted with a Biopharmachem Ireland executive, a company that specializes in bio-
pharma and chemicals, the executive stated that
it goes down to their confidence again. I think for society it’s great to see that there’s an
increase in females and giving their perspective. You know their projects sometimes will
be slightly different as well. I think for females it’s just giving them—it’s telling them
that “There are serious queries in STEM for me.” There’s other girls entrusting them as
well. That’s the main thing that you’re not just, “There’s something weird about me
because I’m into STEM.” I think being important to this environment where you’re
surrounded by your peers that are of similar interests, and it’s a great opportunity for them
to meet new friends that are outside of their school as well as those that have similar
interests in science and technology. (interview, April 20, 2018)
INFLUENCE OF SCIFEST 133
DCU’s President concurred with the notion of SciFest building female students’ confi-
dence in STEM by engaging them in their learning. In an interview he stated that “inquiry-based
learning, and SciFest in particular, is one means of engaging those students, and making them
think they can be good at this.” (interview, April 16, 2018)
Indeed, SciFest promotes student participation for males and females, yet given the
number of females entering the STEM workforce in comparison to males, it is imperative to
study what factors could increase female representation. According to this study, interviews with
students, teachers, a business leader, and an educational leader indicated that SciFest supported
the development of confidence in female students and that this, in turn, positively influenced
their mindsets of what they could accomplish in STEM. In this vein, filled with hope and
confidence in her future, CSS Student #3 articulated that
it’s all down to knowing what you can do and what you think you can’t do and working
on that. There’s nothing really, as cliché as it sounds—there’s nothing really you can’t do
as long as you put your mind to it. (interview, April 19, 2018)
Theme 2: There Are Barriers for Female Students’ Participation in STEM Subjects
According to Bertram and Forbes (2014), there is an urgent need to ignite changes in
education to adequately prepare the populace for STEM careers. As students partake in STEM
education, quality resources and effective instructional strategies should be included (Kennedy &
Odell, 2014).
As it relates to education, Acker’s (1987) work on feminist theory focused on increasing
educational opportunities for women, changing mindsets as to what women are capable of
accomplishing, and bringing awareness to the complex interaction among gender, race, and class
INFLUENCE OF SCIFEST 134
that impacts females’ lives in school and in society in general. Acker also advocated for disrupt-
ing the social structures that favor male dominance and marginalize women.
In regard to STEM, gender imbalance has been found to be a growing concern (Regan &
DeWitt, 2015). Regan and DeWitt’s (2015) research suggested that the interests and subject
choices of males and females vary, as do their career choices. More men than women choose
science careers (Regan & DeWitt, 2015). Regan and DeWitt also indicated that there is a trend in
women opting for medical and biology careers while males typically choose engineering and
computer science fields.
The STEM Education Review Group (2016) noted that women are significantly underrep-
resented in STEM fields and careers in Ireland. There are several barriers that keep females from
pursuing STEM fields as they enter second level, including negative stereotypes such as STEM
fields and STEM careers being more suitable for boys than for girls, lack of information about
career paths, and a disconnect between the industry’s needs and students’ subject choices for the
LCE (STEM Education Review Group, 2016). Importantly, Chance and Williams (2016) found
that families influence young women’s decisions to pursue and remain in STEM fields.
In answering this research question, the data suggested that there are barriers for female
students’ participation in STEM subjects. Disaggregation of survey results found that merely
27% of CSS female students agreed that female students were encouraged by their parents to
participate in SciFest. In comparison to female students’ responses from the other schools, this
percentage was 25% lower than for female students in other schools, where 52% of them
responded that female students were encouraged by their parents to participate in SciFest (see
Table 14).
INFLUENCE OF SCIFEST 135
Table 14
Responses to How Parental Encouragement and Female Role Models Influence SciFest Partici-
pation: Case Study School (CSS) Female Students and Other Schools’ Female Students
CSS female Other schools’
Survey item and response categories students female students
Female students are encouraged by their parents to participate
in SciFest.
Strongly Agree 12 128
Agree 25 168
Neutral 32 125
Disagree 8 50
Strongly Disagree 3 12
I Don’t Know 55 86
Female students have access to female role models who
influence their participation in SciFest.
Strongly Agree 12 123
Agree 35 203
Neutral 39 85
Disagree 14 61
Strongly Disagree 2 23
I Don’t Know 33 71
Moreover, survey results for CSS female student respondents indicated that 35% of them
felt that they had access to female role models who influenced their participation in SciFest. This
percentage was 23% lower than for female students in other schools, where 58% of them felt that
female students had access to female role models who influenced their participation in SciFest
(Table 14). Thus, the survey data implied that CSS female students lacked encouragement from
parents to participate in SciFest and access to female role models a significant difference in
percentage than female students at other participating schools.
INFLUENCE OF SCIFEST 136
Interviews with the CSS’s students, teachers, and deputy principal as well as interviews
with MNC representatives and educational and political leaders conveyed several barriers for
female students’ participation in STEM fields. One of these barriers was stereotypes that encom-
passed perceptions as to what is appropriate for males and females. CSS Teacher #1 remarked,
“Well, society in general. There’s sort of a perception out there that math is for boys, science is
for boys” (interview, April 19, 2018).
An Executive Director from Biopharmachem Ireland (interview, April 20, 2018), Ire-
land’s Tánaiste (interview, April 20, 2018, Ireland’s Lord Mayor of Dublin (interview, April 17,
2018), and an engineering manager from Johnson & Johnson (interview, April 20, 2018) were
four individuals who mentioned the stereotypical notion that sciences are for boys. In regard to
the lack of females in particular science fields, Johnson & Johnson’s Engineering Manager stated
that “without a shadow of a doubt, there definitely still is that massive gender imbalance there”
(interview, April 20, 2018). The interview with a Boston Scientific’s Project Manager referenced
society’s stereotypes that have placed limits on mindsets as to what was deemed suitable for boys
and girls. This project manager articulated that
there’s this perception, “I’m a male. I’d be naturally good at sciences and all of that.”
The longer you sit in that perception, the more embedded it becomes. So the sooner that
you can start introducing an alternate paradigm, if you mind me saying, then you could
possibly start shaving off females to start actually pursuing more of a career in science or
technology. (interview, April 20, 2018)
Another student alluded to society’s perception of women rearing children and careers
that hinder women from raising a family. CSS Student #9 shared,
INFLUENCE OF SCIFEST 137
I think science is a major that you’d spend a lot of time in. You have to dedicate your
entire time, and effort, and energy. Especially for women who are in their mid-20s, late
30s, or whatever, they’d want to start their life, and I don’t think they’d have time for that.
With those careers that take up a lot of time, like doctors, or scientist, or whatever, they
would have to think of starting a family, and stuff. So, that would be a barrier, I think.
(interview, April 19, 2018)
Social norms and the educational system were also mentioned as potential barriers for
female participation in STEM. A representative from Ireland’s Department of Education and
Skills indicated that some schools, specifically all-female schools, may lack the selection of
particular science classes such as physics due to low student interest (interview, April 16, 2018).
Interestingly, CSS Teacher #1 alluded to the idea that the educational system inclusive of the
instructional strategies may be geared more toward males rather than females. This situation, in
turn, may be affecting female students’ perceptions of what they can accomplish. His statements
were also reflective of what society perceived as appropriate for men and women and how these
social norms influenced the educational system. CSS Teacher #1 voiced,
Maybe there’s something else. Maybe it’s just not the numbers. Maybe there’s some-
thing else behind it that these kind of studies, science, maths—maybe there’s something.
Maybe the way it’s taught. It does not appeal to girls. Do you know what I mean? The
whole system. It’s just maybe from very early on in their educational career. They could
be just been nudged in a certain way, and no one knows it. Do you know what I mean?
Just by what we’re doing, subconsciously. So I think we probably need to look deeply.
What we’re doing from primary school, junior, even before primary school, all the way
up. How are we treating children? When you look at kids in playschool, how are we
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treating them? When you look at the toys in the shops, it’s all pink and blue. You know
what I mean? (interview, April 19, 2018)
DCU’s President noted several perceived barriers, such as the absence of role models,
prejudices, and preconceived notions of what females and males can and cannot do (interview,
April 16, 2018). He also mentioned that while physical barriers are were decreasing, they can
include a lack of exposure to STEM subjects and educational facilities that do not have quality
laboratories or do not offer certain STEM subjects (interview, April 16, 2018).
The executive from Biopharmachem Ireland expressed similar notions when she stated, “I
definitely think within our school structure the physical sciences aren’t being offered to girls.
There is this opinion that math is very difficult and how we teach math is I think a big issue these
days” (interview, April 20, 2018). Later in the interview she referenced that evidence showed
that females lose interest in science around the age of 14:
I don’t know how much is happening in those critical years, especially for females, which
is around the 13, 14, 15 mark. So that’s something that we really need to address.
Because up to then, they’re very interested and in primary school they’re very interested
in science and the excitement of it. Something happens in and around the 13, 14 mark
that we’re seeing a decline in interest. (interview, April 20, 2018)
CSS Teacher #2 substantiated the idea that stigmas hindered female students’ interest and
performance in STEM. Teacher #2 also corroborated the idea that teaching influenced the
students: “Maybe we’re not putting in enough time into them to show them, well, the first STEM
subject. This is where you need to go” (interview, April 19, 2018).
The CSS Deputy Principal also indicated that Ireland lacked female role models in STEM
fields (interview, April 19, 2018). In addition, the lack of female representation in third level
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was mentioned as a possible deterrent for females pursuing STEM coursework at the third level.
Regarding her ideas for females entering third-level STEM coursework, CSS Teacher #3
remarked,
For women, I suppose the only barrier that I would see would be going into third level.
Whereas we will be very open minded that girls can go and do whatever subject that they
want. But perhaps once they get into the course, it could be male dominated and there
could be only a small minority of girls. For example, that may intimidate them or they
might not feel comfortable or might just be a different atmosphere than what they were
used to. So perhaps that could influence their careers in STEM subjects. Because maybe
20 other schools in the country could just have boys in coding, or just have boys going
into STEM subjects only. Whereas we could be sending girls into every different subject.
I know myself like for my own course, I loved science and I had a great rapport with
everybody in my course. But I suppose if you are a small minority of girls doing a very
male-dominated course, it may not suit you, you may not be happy, you may drop out.
(interview, April 19, 2018)
Stereotypical ideas were also noted as to why some female students did not pursue STEM
subjects at the third level of schooling. CSS Teacher #4 mentioned,
I also find as well that students, female students—not on a whole, but generally—would
actually be a bit more weary, a bit more apprehensive or anxious about using the
machines. Lads would just go straight in and think, “Oh, this is cool. This makes noise.
This is great.” Do you know what I mean? While girls would be a little bit more cau-
tious. And sometimes I feel that actually takes them away from the interest in the subject.
It might actually disinterest them a lot of the time. And that’s why I’d say we’re probably
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not getting that same increase for female students going on to third level. (interview,
April 19, 2018)
CSS Student #6 mentioned society’s gender stereotypes and how females who pursue a
STEM career that’s atypical for their gender were “judged before people even know what they
know about the subject or their interest in it” (interview, April 19, 2018). In addition, CSS
Teacher #4 conveyed that
stigma and stereotype is huge, especially around the area. Some parents would have more
of a traditional background whereby they believe that the female should stay at home,
unfortunately. Or it would be in terms of their faith, whereby it’ll be a male-dominated
faith. And I think that has a huge influence. (interview, April 19, 2018)
One of the educational leaders from Ireland’s Department of Education and Skills also
mentioned that parents were a very significant influence in students’ college choices (interview,
April 16, 2018). Similarly, DCU’s President discussed the STEM gender imbalance and the
influence that parents had in their children’s college and career choices. In particular, DCU’s
President mentioned the “biggest single influence on girls at secondary school choosing a STEM
degree program at third level is parents” (interview, April 16, 2018). Importantly, DCU’s Pres-
ident stated that “in terms of STEM careers, there is a deficit of information at parental level. So
parents are more likely to go for the traditional careers” (interview, April 16, 2018). He later
added that “the notion of actually encouraging your son or your daughter to go into these new
pathways, and all these new careers that are enabled with STEM, it’s just not there” (interview,
April 16, 2018). To counter this hurdle, the DCU President and his team were working on a
brochure to disseminate to parents that would inform them of various STEM career options for
their children (interview, April 16, 2018).
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Thus, the collected data inclusive of survey responses from female students and inter-
views with students, teachers, the CSS Deputy Principal, MNC representatives, and educational
leaders found several barriers that inhibit females’ participation in STEM fields. Barriers that
were mentioned by these participants included stereotypes, stigmas, social norms, the educational
system, religious and family upbringings, and the lack of female role models in STEM fields.
Theme 3: SciFest Helps Create a Pathway to Increase Female Students’ Participation in
STEM
The STEM Education Review Group (2016) recommended an action plan for addressing
the gender imbalance in STEM fields. WITS (2017) and the STEM Education Review Group
described ways to increase females’ participation in STEM fields and careers. Equal opportuni-
ties for women in STEM fields, changing the STEM work culture to be more family friendly, and
social policy protections were noted as some ways to address gender imbalance (WITS, 2017).
Networks and partnerships with businesses, the STEM community, government agencies, and
others who can create learning opportunities serve as mentors for the youth; and guides for
teachers are strategies for building the STEM pipelines (Bertram & Forbes, 2014; Kennedy &
Odell, 2014).
The STEM Education Review Group (2016) indicated that science fairs are one way to
increase participation in STEM fields. With this concept in mind, the science fair known as
SciFest is open to participation for both genders; it aims to promote STEM to all students and
strives to encourage a love of science in everyone (SciFest, 2017a). SciFest opens the minds of
the youth so that they envision limitless possibilities for their futures.
Interviews with teachers, students, MNC representatives, and educational and political
leaders formulated a response to this finding. The review of data found that SciFest helped to
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break barriers and created pathways for females to increase their participation in STEM. Inter-
views with participants indicated that in recent times, glass ceilings were being shattered and
society’s barriers that included stereotypes for females were being broken. CSS Student #1
reflectively pointed out the increase in female representation in science fields:
A lot of girls are going into science and are going into areas that would have been blocked
off almost a lifetime ago really, because it’s only like 40, 50 years, and you see a big dif-
ference. And there’s a lot of girls going into science. I feel like everyone is really inter-
ested in science these days, especially because it’s so interesting how the world works.
(interview, April 19, 2018)
Several teachers were of the opinion that stereotypical mindsets were changing and that
there were equal opportunities for males and females. CSS Teacher #2 expressed her thoughts
regarding what SciFest provides for female students:
I think it gives them an example of that they can follow a full scientific procedure and do
the math behind it, and they’re no worse off for it than the boys. The two groups from
this class were winners. There was one gentleman on his own, and then there was a group
of three girls. They were the two winners. There’s no—there are just the men are after
getting through it all. In general, all of the winners were 50% male, 50% women. (inter-
view, April 19, 2018)
Later in the interview, CSS Teacher #2 talked about her perceptions of these stereotypical notions
as seemingly decreasing:
I think that’s starting to die out a little bit. I think physics is probably the biggest one
where there’s the biggest issue of girls taking it up. The idea is that it’s mathsy. It leads
to engineering, or plumbing, or that sort of more masculine job. It’s trying to break that,
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but in the TY [transition year] classes that we run, so for example, I do the TY chemistry.
It’s about getting their interest into it, so for the SciFest project, there would have been no
real difference, I suppose, between the boys and girls, and who did a STEM project, and
who did a project on something that was as “STEMy,” if you get what I mean. I know
that sounds silly, but I think as long as they can go through the procedure, and they can
see it clearly, if they can get to the scientific method, I think it’s stands to eradicate that
idea of “I can’t do science as much, because I’m a girl.” (interview, April 19, 2018)
CSS’s Deputy Principal mentioned that while stereotypical notions about females in
STEM may still be existing, she didn’t see them present at her school:
. . . these very traditional—that this is for boys. I actually think that’s a little bit gone,
actually. I don’t see that in [CSS]. I don’t feel that in the students like, “That’s really
for—that’s geared towards boys.” We have engineering actually as a Senior Cycle
option, and it’s a 50/50 split, you know? So, I think those kind of preconceptions are
changing. I think it is evolving, and I don’t think it’s as much a feature like, “Why?” I
think it’s just, “Well, we’re entitled to it. Why wouldn’t I?” more than anything else,
really. Yeah, I think maybe the girls have a real interest. The advantage is that as you
move on forward, they’d be a more equal balance as we go forward into the science
subjects, or the STEM subjects: engineering, and science and technology. (interview,
April 19, 2018)
CSS Teacher #3 also spoke about stereotypes and how the CSS gives equal opportunities
to all students. Speaking about her own individual experience at the school, CSS Teacher #3
confirmed that
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of coding, technology, home economics—you name it—everybody gets a taste of all the
subjects on offer. And then the end of 1st year they get to select it, or whatever topic that
they want to pick. So I do feel that girls in this school—there’s no stigma associated with
higher level math. I suppose we are quite advanced with we have no barriers on girls.
(interview, April 19, 2018)
Thus, CSS Teacher #3 expressed her belief about stereotypes and stigmas being nonexistent at
the school.
Providing experiences in STEM subjects was also noted as a way to break barriers for
female students. The CSS Deputy Principal verified the CSS’s practice of having students take
part in every subject in their 1st year of secondary-level schooling. CSS’s Deputy Principal
articulated, “They have to do every subject in 1st year, so they have to do engineering. They have
to do metal work. They have to. That’s definitely not the norm within the Irish education”
(interview, April 19, 2018). Thus, according to the Deputy Principal, unlike the norm in the Irish
education system, the CSS was taking steps to ensure that students are exposed to experiences in
every subject.
CSS students viewed SciFest as an opportunity for female students to realize that science
entails many facets. CSS Student #6 expressed, “It shows them science is a lot more varied from
sports to makeup and it shows that it’s not specific to one thing—there’s multiple things that
people are interested in that it’s related to” (interview, April 19, 2018). Similarly, CSS Student
#7 said, “Science is connected to a lot of things, so it helps us learn more about a lot of different
things” (interview, April 19, 2018). CSS Student #5 also felt that SciFest “helps them build their
skills and work and do different stuff” (interview, April 19, 2018).
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Students from the CSS also believed that equal representation in the science fields can
lead to more advances. CSS Student #3 conveyed,
I feel like gender shouldn’t come into play with that. It should be men, women, and all
people should be able to get into whatever they feel like and they should be encouraged
from the get go. Whether it be in SciFest, if girls are encouraged and so are boys, then
they’ll be more people interested in science and more people interested in medicine and
they can pursue a career in places like that where we can have even more advances in
technology and medical studies that will only help us in the future. (interview, April 19,
2018)
Building on this notion, teachers indicated that SciFest provided female students with
opportunities to expand their horizons with respect to what they can do in their futures, particu-
larly in STEM fields. In an interview with CSS Teacher #3, she stated,
I suppose the advantages, they get to see, work in different types of subjects. They get to
do maybe their work experience in a field that they might like. So like coding or the
technology, if they do have a taste for it, when they go do their work experience, they
could do it in that field, and get a flavor, and see what it’s like. (interview, April 19,
2018)
Similarly, an educational leader from Ireland’s Department of Education and Skills
commented that while the information she shared was anecdotal, she believed that female
students who participated in SciFest or any other science competition had a greater likelihood of
pursuing that particular science area in college and for their career options (interview, April 16,
2018).
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In this same vein, CSS Teacher #4 expressed how SciFest opens opportunities for females
and nurtured the development of female students’ interest in STEM fields. She noted that
SciFest’s female judges were examples of successful women in the field and thus served as role
models for the female students. CSS Teacher #4 articulated,
They definitely get to see the range of opportunities and definitely a lot of different ideas.
I think that’s with everybody, really, not just with females. They get, obviously—develop
more of an interest in science, which is fantastic. Within technology itself they get to
actually see that they can actually create something from their own idea, which obviously
helps encourage them to actually pick the subject for 2nd and 3rd year. They get to see
opportunities there, you know, when we actually have a female judge come in. They
actually get to see a successful female in that industry as well, which obviously helps
encourage them to go into that. (interview, April 19, 2018)
CSS Teacher #2 felt that the fact that CSS had mostly female science teachers helped to
counter the stereotypes, and female students could see themselves in these types of roles (inter-
view, April 19, 2018). A representative from Ireland’s Department of Education and Skills also
noted that female participation in SciFest served as role models for other female students and
encouraged female participation (interview, April 16, 2018).
The Lord Mayor of Dublin also discussed the lack of representation of female role models
and to counter this, he supported an event that targeted the diminishment of STEM stereotypes
and “looked at different role models of women who in science or technology and so on which
are not often enough presented” (interview, April 17, 2018). Thus, the Lord Mayor of Dublin
spoke about the importance of having female role models in STEM as an avenue to encourage
female participation in these fields.
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Johnson & Johnson’s representative referenced the importance of educating others about
the ways to counter barriers:
Because something was historically viewed as being male or female topic or subject, it
doesn’t mean that is the way it has to be going forward. We just need to help. I suppose
overall, from an education perspective and from an industry perspective, getting out,
speaking to the schools, making sure that they are aware that at a young age that if a girl
wants to be a welder, there is no reason why she can’t be. (interview, April 20, 2018)
Several students expressed that SciFest participation helped to break barriers by counter-
ing stereotypes and fostering female students’ confidence in STEM fields. One female student
felt that there were no barriers to what she and other females could accomplish in Ireland. CSS
Student #1 confidently articulated,
I don’t know about the rest of the world, but I know in Ireland, in this area especially, so
Dublin, it isn’t so much women are put against going to SciFest. Women aren’t put off
going into fields like science or medicine or whatever. The people I know who want to
be doctors are girls. The people I know who want to be teachers—girls. I know a friend
who wants to be a PE [physical education] teacher and a science teacher when she grows
up. I know a friend who wants to be an engineer. In Ireland, it’s not really—there’s no
real deterrent for girls against going to SciFest. A lot of girls who are really interested in
different ways, they can do SciFest. Most of the original ideas that didn’t come off guide-
lines were made by girls. If they’re already girls who could be being deterred, whether
it’s from home or from online or from some other reason, if they are being deterred,
SciFest could help them. I just feel in Ireland it’s not really that much of a thing. It’s just,
“Oh yeah, SciFest, it’s fun for everyone.” (interview, April 19, 2018)
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CSS Student #2 felt that it would be beneficial for both boys and girls to do SciFest to
counter the stereotypes and to build a workforce that is more diverse and less stereotypical:
When you hear of some jobs, you think they’re mostly for men and then most are for
women. If you hear a teacher, you mostly think of a girl, but there’s a lot of boy teachers.
If you think of Intel, you think because computers that a boy would work with it more and
machines and stuff, but girls can work. (interview, April 19, 2018)
CSS Student #2 felt that it was important to be open minded and allow everyone to accomplish
anything, regardless of what society deems to be appropriate (interview, April 19, 2018).
In his opening speech for SciFest 2018 at the Cork Institute of Technology, Ireland’s
Tánaiste spoke about the narrative of stereotypical norms that society deems as appropriate
avenues for men and women as changing:
We know now that that’s actually nonsense, and what—what is has been is social engi-
neering, and conditioning, to encourage people down certain career paths and take certain
subject choices in school. And we now in Ireland are challenging those norms, and so,
events and organizations such as SciFest, reaching out to girls’ schools as well as boys’
schools, and actually encouraging science as a way of thinking, is actually exactly how we
should be doing this. (interview, April 20, 2018)
Thus, SciFest was perceived as an avenue for attaining gender balance in STEM by affording
equity and access to the sciences for both female and male students.
The Boston Scientific representative commented that there was a greater number of
female students in comparison to male students at this year’s SciFest in Cork, Ireland, on
April 20, 2018:
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There seems to be a very, very large proportion of female participation in this SciFest. It
was one of the things me and my colleague noticed. It’s very good. It’s a good sign that
this has frozen. You’re starting to see more participation. In fact, his comment was, “It
looks like all the guys stayed home and played football.” (interview, April 20, 2018)
Thus, the representation of female participants in this SciFest was rather noticeable and was
perceived as a positive step in increasing female representation in STEM.
Articulately, CSS Student #3 shared her thoughts on the importance of representation, the
mistreatment of marginalized individuals, the power of encouragement, and the need for equality:
I definitely think there is, over the last few years, a major step in representation of
women. Some cases more than others because women of color are still mistreated in
certain cases as well. But I feel like if we learned more in science about women, female
scientists, as well as male scientists as well—obviously we like equality. Everyone
should be treated equally. But I feel like if we encouraged one person just as much as the
next person, I definitely think there wouldn’t be such a divide. Like I said, everyone
should be treated equally. We’ve learned about scientists and male scientists a lot, but I
haven’t personally in my class—haven’t learned a lot about female scientists, so I feel
like if we could learn about both, women just as much as men, and vice versa, I think that
could encourage some people. Not even women and men, there are other people as well
who identify as other things as well, so if we could include everyone as much as we can
so people can see themselves represented in science and in other places like on TV or
whatever. If we could represent everyone, all kinds of people, on all kinds of platforms
so that everyone could see themselves and go, “Yes, I can do this.” So I definitely think
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representation’s a huge thing in science as well as other cases. (interview, April 19,
2018)
In terms of overcoming stereotypes and a lack of representation, CSS Student #3
expressed the importance of affording equal opportunities for all:
I feel like no one should be held back from a case like this because of their gender or their
race or whatever, anything like that, because at the end of the day we’re all in this
together and there’s only one way forward. Holding someone back is definitely not the
way. (interview, April 19, 2018)
Indeed, holding others back is not the way. Thus, breaking barriers and increasing opportunities
for females is an important component in the pursuit of achieving equity and access in STEM
fields. While this study may have found barriers for females pursuing STEM, it also indicated
that there were ways to break these barriers. Several participants indicated equal opportunities,
decreasing and eliminating stereotypical notions and social norms, increasing female role models
in STEM, encouragement, and building females’ confidence as some ways to increase females’
participation in STEM. Importantly, interviewees also expressed that SciFest offered female
students an equal opportunity to pursue STEM subjects and opened their minds to consider
STEM fields for their futures.
Findings for Research Question 4
Research Question 4 asked, “What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and MNCs have regarding the value of student
participation in SciFest?” This question sought to understand the insights from various stake-
holders regarding SciFest participation. Data from surveys and interviews informed the response
INFLUENCE OF SCIFEST 151
to this question. When the data were triangulated, the value of student participation in SciFest
was revealed.
Theme 1: SciFest Influences Students’ College and Career Choices for the 21st Century
Literature suggested that globalization required a different set of skills beyond rote and
basic skills (Kereluik et al., 2013; McDonagh, 2000). Thus, many participating countries in the
OECD have included 21st-century skills and competencies in their educational regulations and
guidelines (Ananiadou & Claro, 2009). Ireland is one such country that has transformed its
educational system to better prepare students for the 21st-century workforce. Educational
systems from both public and private sectors have partnered with the Irish government to fund
educational programs that emphasize the country’s focus in computer science, STEM subjects,
and business (McDonagh, 2000).
Wagner (2008) identified seven survival skills that students need in a global economy:
(a) critical thinking and problem-solving abilities, (b) collaboration across networks and leading
by influence (c) agility and adaptability, (d) initiative and entrepreneurship, (e) accessing and
analyzing information, (f) effective oral and written communication, and (g) curiosity and
imagination. These super skills are essential and transferable skills required for success in an
ever-changing 21st century (Kereluik et al., 2013; Kivunja, 2015).
Ananiadou and Claro (2009) further detailed the role that ICT played in the development
of these skills and competencies. ICT is used as an avenue to connect globally as well as a tool
for learning. Students must be prepared to use ICT to derive information, communicate, and
collaborate (Ananiadou & Claro, 2009).
In 2012, Ireland’s educational reform efforts included an emphasis on six key skills:
managing oneself, staying well, communicating, being creative, working with others, and
INFLUENCE OF SCIFEST 152
managing information and thinking (Conneely et al., 2013). In addition to these six key areas,
the teaching of traditional content was reduced and the assessment for learning was introduced to
gauge how well students were developing in these areas (Conneely et al., 2013). Teaching
practices in Ireland began to incorporate and emphasize ICT and collaboration (Conneely et al.,
2013).
Research showed that the use of innovative instructional strategies, such as PBL, which
develop skills such as creative thinking, communication, problem solving, innovation, and
collaboration, were pertinent for preparing students to be successful in a globalized economy
(Wagner, 2008, 2012). The PBL strategy was deemed an effective instructional strategy for
teaching STEM, as it allowed all students to develop critical thinking skills and practice their
communication skills as they collaboratively problem solved with their peers (Capraro & Slough,
2013; Kennedy & Odell, 2014; Slough & Milam, 2013).
The STEM Education Review Group (2016) advocated for high-quality STEM education
as an essential component for Ireland. The STEM Education Review Group recommended that
science fairs such as SciFest should be integrated to strengthen STEM education in Ireland and to
further support the development of 21st-century skills. The STEM Review Group also recog-
nized the need for the populace to increase college and career choices in STEM.
Upon review of the data collected for Research Question 4, a theme that emerged was that
SciFest influenced students’ college and career choices. This theme was mainly found via inter-
views with participants. Survey results indicated limited information to support this theme.
In terms of survey results, 56% of CSS students and 73% of students from other schools
agreed that SciFest provided opportunities for students to develop 21st-century skills. In regard
to the concept that participants in SciFest demonstrated skills needed to obtain careers in STEM
INFLUENCE OF SCIFEST 153
fields, 41% of CSS students and 60% of students from other schools indicated agreement. For
both of these items, the students from other schools had a significantly higher percentage of
agreement than the CSS’s students (see Table 15). Additional survey data indicated that 40% of
CSS students agreed that SciFest participation enhanced STEM educational development in
students. In comparison, 61% of students from other schools indicated that they agreed SciFest
participation enhanced STEM educational development in students. Thus, students from other
schools agreed SciFest participation benefitted STEM education at a greater rate than students
from CSS (Table 15).
Contributing support to this theme, student survey data consistently showed that students
from other schools viewed that SciFest provided students with opportunities to develop 21st-
century skills, that SciFest participants demonstrated skills needed to obtain careers in STEM,
and that SciFest enriched STEM educational development by approximately 20% more than
students from the CSS. Thus, the specified data from the other schools suggested greater support
of this theme than the data gathered from the CSS students (Table 15).
The business and educational policymakers’ survey results indicated strong support for
this theme. In reviewing the data, 100% of these respondents agreed that SciFest provided
opportunities for students to develop 21st-century skills. One hundred percent of them also felt
that SciFest participants demonstrated skills needed to obtain STEM careers, and 100% of the
respondents answered that SciFest participation enhanced STEM educational development in
students (see Table 16).
At CSS, participants shared their views that SciFest exposed students to careers in science
and thus influenced students’ decisions for college and career choices. CSS Student #10 stated,
“I think SciFest just gives us a more bigger picture of what you can choose for your college”
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Table 15
Responses to Benefits of SciFest Participation for Students: Case Study School (CSS) Students
and Other Schools’ Students
CSS Other schools’
Survey item and response categories students students
SciFest provides opportunities for students to develop 21st-
century skills.
Strongly Agree 56 192
Agree 106 392
Neutral 44 105
Disagree 13 44
Strongly Disagree 6 10
I Don’t Know 64 58
Participants in SciFest demonstrate the skills needed to
obtain careers in STEM fields.
Strongly Agree 36 144
Agree 81 332
Neutral 61 154
Disagree 11 43
Strongly Disagree 5 16
I Don’t Know 93 105
SciFest participation enhances STEM educational
development in students.
Strongly Agree 33 129
Agree 83 355
Neutral 67 155
Disagree 11 38
Strongly Disagree 4 13
I Don’t Know 91 104
Note. STEM = science, technology, engineering, and mathematics.
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Table 16
Responses Regarding Benefits of SciFest Participation for Students: Business Leaders and
Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
SciFest provides opportunities for students to develop 21st-
century skills.
Strongly Agree 0 3
Agree 1 1
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 0 0
Participants in SciFest demonstrate the skills needed to
obtain careers in STEM fields.
Strongly Agree 0 3
Agree 1 1
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 0 0
SciFest participation enhances STEM educational
development in students.
Strongly Agree 0 3
Agree 1 1
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 0 0
Note. STEM = science, technology, engineering, and mathematics.
(interview, April 19, 2018). Another student at the CSS talked about how her participation in
SciFest peaked her interest in a STEM field that she would not have considered otherwise. CSS
Student #1 said,
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I never thought I would be interested so much in the DNA [deoxyribonucleic acid] part of
things; however, doing SciFest and seeing all the DNA projects and then learning about
DNA a few weeks later, now I’m really interested in it and I’m watching lots of programs
and listening to podcasts and reading up stuff. (interview, April 19, 2018)
By participating in the process of completing SciFest projects, students may realize a
greater interest in a particular science subject. CSS Student #7 revealed, “After we finish the
project, sometimes we find that we have a bigger interest in something than we thought” (inter-
view, April 19, 2018). CSS Student #5 also commented on SciFest projects igniting an interest
in a STEM career: “After when they’re doing the project, they might think to themselves that, do
we enjoy what we’re doing and might give them thoughts that they can try this as a career?”
(interview, April 19, 2018). CSS Student #6 commented favorably regarding SciFest preparing
students for their futures:
It’s good because we’re working in groups, so it prepares us for when we leave school to
work with people you might not want to. It’s a good insight if we want to do something
with science. We can pick a topic specific to that and learn more about that, and see if it’s
actually what we want to do. (interview, April 19, 2018)
Building upon the CSS’s participation in SciFest and its science program, CSS Student
#3 discussed how these experiences have influenced her thoughts for her future:
I personally have been more into law and psychology for my career, but I definitely think
since I’ve entered this school and seen my female science teachers and female teachers
and even just teachers in general, I’ve been able to ask questions of what should I do for
this and what should I do for that and if I want to pursue this, what should I do or what-
ever, so it’s definitely opened a couple more doors that I didn’t think I would. Yeah, and
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I do coding now, so I definitely think computer science is something I could also have an
interest in. (interview, April 19, 2018)
Teachers at the CSS also perceived SciFest as a catalyst for peaking students’ interests
science. Teacher #1 revealed that SciFest “awakens an interest in science. It opens doors, opens
their eyes to basically how simple the whole process of science is” (interview, April 19, 2018).
He later shared, “But I think knowledge of science, scientific method—it’s a good thing to have
in a lot of walks of life, in a lot of careers” (interview, April 19, 2018).
CSS Teacher #3 also felt that SciFest encouraged students to pursue science fields and
expressed, “So for many it does encourage them, does spur them on. And they get to like the
whole inquiry-based learning approach” (interview, April 19, 2018).
The CSS Deputy Principal also commented,
I do think it does encourage or ignite a passion, and makes them question things that they
may not have thought about before, unless they did that project, and if they did SciFest. I
think it will have an influence. (interview, April 19, 2018)
She later added, “I’m sure it has an influence on our students and the life choices that they make”
(interview, April 19, 2018). Additional interview data suggested that SciFest, along with course-
work, influenced students’ decisions regarding third-level courses of study by motivating stu-
dents to pursue a particular science field and giving them an area of focus for their third-level
coursework. (CSS Teacher #3, interview, April 19, 2018).
There is further evidence from teacher interviews that indicated that SciFest developed
students’ interests in STEM fields. CSS Teacher #5 supported this notion and shared:
Just looking at the subjects and the types of things that my students would have done, a
lot of the robotics that I would have worked on in years past, all of those students have
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gone on into third level as engineers, so it would have been a practice route for them in
the development of that. I think it sows the seeds for an interest that a student might have
in a particular topic or an area, a range of topics that they can go on to develop, so it
would be very positive. (interview, April 19, 2018)
An educational leader from NCCA also spoke about how SciFest influenced college and
career choices for students by peaking their interest in a particular STEM field. In an interview
with this educational leader, she shared, “Young people might get more interested, say, in the
area of what they were investigating” (interview, April 18, 2018).
CSS Teacher #4 felt that SciFest enabled students to utilize technology and that this
ability, in turn, helped to prepare them for careers in STEM fields. Supportively, Teacher #4
expressed that “using the assistive technology, working with the practicals, and combining the
two, it really helps prepare them, because it’s what they’re using in industry now today” (inter-
view, April 19, 2018).
Regarding his ideas of 21st-century skills, the building of human capital, and a
knowledge-based economy by students applying these skills when they become members of the
workforce, CSS Teacher #4 expressed,
So it’s huge applications of where they’re starting to learn this young. And they only
would learn this in the last 6 years. But our kids are starting it from fresh, and they’re
learning most of today’s practices in the 21st century, so they can actually hopefully then
either bring them in and use them in industry or progress them further. And I think that’s
the big one where they can progress it further. That can definitely help the 21st century.
(interview, April 19, 2018)
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In regard to SciFest and its development of problem-solving skills, creativity, question-
ing, taking initiative, collaboration, agility and adaptability, CSS Deputy Principal conveyed that
it is the passion, it’s the energy when you see these students, you know, that they came up
with the idea. They came up with the hypothesis. They tested it all out. It’s the owner-
ship, and it’s the group work. It’s the, “That didn’t work out. What am I going to do?”
Resilience that you know like, it’s those skills that are massive. (interview, April 19,
2018)
The CSS Deputy Principal had positive opinions regarding SciFest, its influence on
students, and its development of 21st-century skills that students need for their futures. CSS’s
Deputy Principal further articulated that
in Ireland, so we say like our new Junior Cycle, we’re moving into 21st-century teaching
and 21st-century learning and teaching. It’s the move away—what we’re talking about is
a move away from traditional exams, where we learn by heart, learn by rote and regurgi-
tate, and you know, we want to be allowing students basically to develop these skills, that
would be basically life skills, that we just expect our students to have when they leave us,
but we don’t explicitly teach them. I think you can—you don’t have to explicitly teach
them, but I think going through the process of SciFest, they are developing these key
skills that are basically needed for everyday life. Public speaking is one. You know, they
have to present their presentation. They have to sell it, and how often we talk about that.
Oh, they do lots of presentations, but how often do they have to talk to an external
person? (interview, April 19, 2018)
Later in the interview she said, “It’s those skills, you know, that we are developing and that
students need in the 21st century that I think is the key thing for SciFest. It’s their main winning,
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selling point, really” (interview, April 19, 2018). The development of resilience, agility, and
adaptability was further mentioned by the CSS Deputy Principal:
Obviously, the students of today are the leaders of tomorrow within Ireland, and I guess
it’s just about, I guess, engaging those students, a love of learning, a love of pushing the
boundaries. I think with SciFest, another thing, it’s okay to fail. I think it’s—you are
going to hit a lot of pitfalls, but pick yourself back up. I think they’re obviously the skills
that we need in our future leaders, and as far as in Ireland, we need those people that are
going to be forward thinking, trying new things, going outside the box. Again, a key
thing is resilience, which I think SciFest really does develop. (interview, April 19, 2018)
In further support of SciFest growing students’ 21st-century skills such as independence,
analytical skills, and problem-solving skills, CSS Teacher #1 remarked that SciFest is
self-directed, for starters. So they’re learning a whole lot from that. It’s the independent
learning. They’re setting their own pace. They’re refining it. They’re making their own
corrections. They’re analyzing. They’re problem solving. There’s just so many things
good about it. Life skills that they can use throughout their lives. So it’s nurturing.
(interview, April 19, 2018)
Two other teachers commented that SciFest nurtured independent learning, time manage-
ment, resilience, and organizational skills (CSS Teachers #2 and #4, interviews, April 19, 2018).
Teacher interviews indicated that SciFest helped develop communication skills that students
needed in the 21st-century workforce. CSS Teacher #1 shared that
they’re so proud of their work. And they stand up there, and they’ll explain it to the
judges or to anybody who cares to listen. So you’ve got communication skills, that
presentation skill. It’s really good. And then they have to stand up and stand over their
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work, stand over their findings. So it’s all very, very good. It’s nurturing really, really
good skills that they can take out of here. (interview, April 19, 2018)
CSS Teacher #1 also commented that SciFest supported students’ development of 21st- century
skills:
Collaboration, you’re working in groups. Critical thinking, yeah, absolutely, yeah.
You’re refining what you’ve done. Creativity, yeah, absolutely, yeah. Communicating
what you’ve done. You know what I mean? Getting your point across, working in a
group. “I think this. I think that.” Yeah, they’re all there. Yeah, definitely. (interview,
April 19, 2018)
CSS Teacher #3 also commented that SciFest supported the 4C’s: collaboration, commu-
nication, creativity, and critical thinking (interview, April 19, 2018). She later commented,
If you could send kids out to the workforce with those four—communication, collabora-
tion, creativity and critical thinking—I mean, their head and shoulders above many
people out there that just sat the traditional, leaving third and traditional math that they’re
teaching and rote learning. So that really, if students were to come out of SciFest and the
Junior Cycle with those key qualities, I feel that those students will be okay, even after the
big leaving third. I do feel that no matter what job they’re in, those qualities will help
them. (CSS Teacher #3, interview, April 19, 2018)
The student interview data indicated further support that SciFest helped prepare students
for the workforce through the development of 21st-century skills that students need to thrive in a
global, knowledge-based economy. CSS Student #7 mentioned that SciFest afforded students the
opportunity to collaborate with peers and that this skill is needed beyond the educational arena.
In addition, Student #7 suggested that SciFest assisted students in becoming more independent.
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This student specified that “it helps us to work as a group for when we finish school and we have
to things like that. And it helps us become more independent in our own area” (interview,
April 19, 2018). Students #5 and #10 concurred with the notion that SciFest helped build col-
laboration and communication skills (interviews, April 19, 2018).
Additional student interviews revealed that SciFest helped to develop collaboration skills,
time management skills, and taking initiative. Stressing collaboration with peers and group
independence, CSS Student #10 mentioned, “We got to do the project the way we wanted to do it
as a group” (interview, April 19, 2018). Regarding the benefits of participating in SciFest, CSS
Student #9 noted, “I think we adopt new skills with doing SciFest. I think we learn how to work
together as a group, and just to dedicate our time and effort into something that we’re doing our-
selves without any teacher’s help” (interview, April 19, 2018). Later in the interview, CSS
Student #9 also suggested that independence, agility and adaptability, and communication were
factors further developed by participating in SciFest: “I think you become more independent,
because there are no teachers telling you what to do, and how to do it, so it’s everything on you
and your team. So, communication would be a big part” (interview, April 19, 2018).
SciFest also developed critical thinkers via the inquiry-based process. Critical thinking
and questioning are 21st-century skills needed in the workforce. Students were encouraged to
practice questioning, as was evident in CSS Student #2’s response, “I think if you have a lot more
questions, you find it more interesting because you’re trying to find all the answers to all the
questions. It could be a lot of questions that you could have to ask” (interview, April 19, 2018).
Student #3 agreed with Student #2 (interview, April 19, 2018).
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Creativity and independent thinking were two other 21st-century skills specifically
mentioned by students. Regarding SciFest allowing creativity and independent thinking, CSS
Student #3 shared,
If you have a question and you’re curious about it and if you want to do a project on it,
SciFest allows you to do that. You can be as creative or as free. You’re as free to do and
as independent to do as you want to be. I feel like if you are let to explore as much as you
want, then definitely it will encourage you to do in the future or it can open doors that you
didn’t know were there before. (interview, April 19, 2018)
CSS Student #3’s response indicated that the SciFest experience can influence students’ choices
for their futures. CSS Student #1 substantiated the idea of creativity and independent thinking by
commenting, “It’s helping us make up our own minds on things and being more creative rather
than just following what we’re told” (interview, April 19, 2018). Thus, student interviews men-
tioned independence, taking initiative, and creativity as critical skills that SciFest helped to
nurture.
SciFest also afforded students the opportunity to learn and practice global skills so that
they were prepared for the 21st century. CSS Student #6 suggested SciFest as being good
practice for time management:
Being involved in SciFest, because it has to be done by a deadline, shows them what it’s
like to be under pressure working if they have to be done by a certain time and it needs to
be fully completed so they know what they have to do to get it done. (interview, April 19,
2018)
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CSS Student #5 referenced the strengthening of students’ global technology skills such as
utilizing the Internet to assist in and support the SciFest group projects and also the development
of communication skills (interview, April 19, 2018).
In regard to science fairs developing students 21st-century skills for their futures, the
Director of Trinity College remarked:
I think it helps give insight to being entrepreneurs, very important skill to have in the 21st
century. That’s what it is—is you’re an entrepreneur for a few days, right? Critical
thinking, because it’s an individual project. Communication skills, you’re communicat-
ing. You tick off quite a few—innovation, you know. They’re all there. It’s all those
things come together. (interview, April 16, 2018)
He later shared, “It’s giving you a real-life experience. That you don’t get in, school is real life,
but you don’t get in—it’s like work experience, a type of work experience. You’re getting that,
so that’s a huge benefit of it” (interview, April 16, 2018).
In regard to the global scale and 21st-century skills needed for Ireland’s MNC workforce,
DCU’s President stated noted that
they’re looking for problem-solving skills; they’re looking for team working skills;
they’re looking for communication skills; they’re looking for leadership and initiative
taking. They’re looking for what they might call global engagement—engagement with
the world itself. They’re also starting to look at things like empathy and emotional
intelligence. (interview, April 16, 2018)
He referenced that these skills can naturally be developed via SciFest.
In summary, students, teachers, and educational leaders perceived that participation in
SciFest can influence and encourage students to pursue STEM in college and careers. Data
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collected from this study has shown that SciFest enables students to practice the super skills that
they need to be successful in a global economy. Thus, the study’s data supported that SciFest
helped to prepare students to competently enter college and careers in the 21st century.
Theme 2: Participants in the Study Perceive SciFest Contributes to the Development of
Ireland’s Human Capital and Economic Prosperity
According to Spring (2008), with the increase in globalization, the economic welfare of a
country is dependent upon the knowledge and skill sets of its workers and thus is dependent upon
the country’s educational system. With this idea in mind, economics influence educational
policies. Spring revealed that educational policies and practices that target the teaching of 21st-
century skills are vital components in transforming a country’s educational institutions. Now
more than ever, countries are concerned with increasing their human capital and competing in the
global arena (Friedman, 2006).
As a result, it has become important for countries to invest in their educational systems
so that citizens can compete globally and nations can obtain and sustain economic growth
(Stewart, 1996). Ireland’s efforts have focused on education and training so that its populace is
prepared to maintain the country’s economic trajectory as well as to successfully meet the
demands of living in a global economy (STEM Education Review Group, 2016).
Today’s MNCs increasingly need a capable STEM workforce (STEM Education Review
Group, 2016). SciFest encourages students to develop an interest in STEM fields and supports
students’ development of the 21st-century skills required to sustain the growth of the economy
and to thrive in the global arena. Understanding the importance of promoting interest and
participation in STEM fields, MNCs such as Intel Ireland serve as partners with the nonprofit
organization, SciFest Ltd., to support this initiative.
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A review of the data collected for Research Question 4 revealed a second theme involving
participants’ perceptions that SciFest contributed to the development of Ireland’s human capital
and economic prosperity. According to survey results, 45% of CSS students believed that
SciFest provided students with the opportunities to develop the skills needed in a global
economy, whereas 55% of students from other schools indicated that SciFest provided students
with opportunities to develop the skills needed in a global economy (see Table 17). Thus,
students from other schools agreed at a rate of 10% greater than the CSS students.
Table 17
Responses Regarding SciFest Participation Allows Students to Develop Skills Needed in a
Global Economy: Case Study School (CSS) Students and Other Schools’ Students
CSS Other schools’
Survey item and response categories students students
SciFest provides opportunities for students to develop skills
needed in a global economy.
Strongly Agree 34 131
Agree 94 301
Neutral 57 188
Disagree 19 61
Strongly Disagree 5 23
I Don’t Know 78 88
Data gathered from the business and educational leaders’ survey results indicated further
support of this theme. Eighty percent of these respondents agreed that SciFest provides opportu-
nities to develop skills needed in a global economy; 20% answered don’t know. In addition,
survey data indicated that 80% of business and educational leaders agreed that MNCs were an
important partner in SciFest; 20% responded don’t know (see Table 18).
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Table 18
Responses Regarding SciFest Participation Provides Opportunities for Students to Develop
Skills Needed in a Global Economy and Multinational Corporations (MNCs) Are an Important
Partner in SciFest: Business Leaders and Educational Policymakers
Business Educational
Survey item and response categories leaders policymakers
SciFest provides opportunities for students to develop skills
needed in a global economy.
Strongly Agree 0 3
Agree 1 0
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 0 1
MNCs are an important partner in SciFest..
Strongly Agree 0 3
Agree 1 0
Neutral 0 0
Disagree 0 0
Strongly Disagree 0 0
I Don’t Know 0 1
Interviews with students, teachers, MNC representatives, and educational leaders further
informed the study. CSS Student #1 expressed her perception that SciFest supported the nurtur-
ing of Ireland’s economic prosperity by stating, “It’s helping our economy because now you’re
going into all these jobs that pay really well and bring in large profits for the country. It’s new
ways to improve the country” (interview, April 19, 2018). This comment implies that SciFest
encouraged students to pursue careers in STEM fields that are known to robustly contribute to
the Irish economy.
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CSS Teacher #1 also articulated her agreement with SciFest contributing to Ireland’s
economic prosperity (interview, April 19, 2018). CSS Teacher #2 conveyed,
I think it means if we can get our kids good, at SciFest, and get into those same courses,
that’s where the money is. In Ireland, that’s what we like to promote. It’s something that
in general, we are valued on as having quite a skilled workforce—in general, that people
leave school and they’re fairly competent at doing a wide range of things, in comparison
to other countries. (interview, April 19, 2018)
Referencing the importance of teaching 21st-century skills to Ireland’s students via
SciFest, CSS Teacher #3 remarked,
I do feel that by students participating in this, we are developing students, our future
thinkers, our future innovators—Ireland’s future. We’re currently not in a very good
economic situation at the moment. We are now teaching students the key skills that we
need to get out of this—the key skills that perhaps we’re lacking at the moment in the
workforce to help us drive past this economic depression that’s so at the moment. So
these students are our future. I think these students that I’m teaching at the moment are
the ones that will get us to the other side of the tunnel where we are now at the moment.
(interview, April 19, 2018)
CSS Teacher #3 implied that her current students are Ireland’s future and that their
knowledge of key skills will be the critical factor in assisting the country out of the current
economic downturn. Thus, according to this teacher, SciFest played a role in the development of
needed skills for a well-equipped workforce so that the country’s economy can rebuild and
thrive. Similarly, CSS Teacher #5 commented on SciFest’s influence on increasing human
capital: “From the human capital, I think it has been phenomenal and highly successful, and I
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think the way it’s going, the indicators are it will continue to do so moving into the 21st century”
(interview, April 19, 2018).
CSS Teacher #4 also believed that SciFest supported the learning of 21st-century skills
and STEM content that, in turn, positively impacts the Irish economy. CSS Teacher #4 shared,
I think it allows definitely a lot of growth and creativity with the economy. If we don’t
start creating these ideas now, we won’t have businesses; we won’t have people working
in these businesses. A huge area of our economy is pharmaceuticals, technology, you
know—these high-end Intel computerized stuff. So I think if we don’t have the SciFest
projects or if we don’t have that, then they’re just learning the basics, and we’re not gonna
progress these companies. If we don’t have them thinking of these critical skills, coming
up with their own ideas, and following it through, then how are we supposed to progress
these companies? How are we supposed to keep up with the rest of the world like Silicon
Valley? (interview, April 19, 2018)
CSS’s Teacher #4’s comments implied that Ireland must compete with the rest of the
world. His comments indicated his understanding of the important role that education plays in
sustaining and catapulting the Irish economy.
MNC leaders and educational leaders also signified that SciFest indirectly contributed to
developing individuals capable of working in STEM industries. Of particular note, DCU’s
President highlighted that SciFest is
a collateral benefit, in that part of the outcome is creating a greater stream of students and
ultimately graduates who will move into those areas that are important for the economy.
There is an awareness at our level, university level, and at government level that the
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majority of jobs are more likely to be in the STEM industries—the kind of tech and IT
[information technology] industries. (interview, April 16, 2018)
Biopharmachem Ireland’s Executive Director described the impact that SciFest has on a
global scale and its important role in helping to build the STEM pipeline. She commented,
Globally we need more people in STEM. We have a massive skills fair in STEM where it
relates to careers. So it’s important for industry and educators to continue to reach and
help and seize the uptick on STEM subjects, and every initiative, and especially in issues
like this where they expand. When we look at the numbers that SciFest impacts, I think
that’s the real value in SciFest. (interview, April 20, 2018)
Similarly, the representatives from both Boston Scientific and Johnson & Johnson
indicated that SciFest increased opportunities to build the STEM pipeline and to recruit the top
candidates. Specifically, the Boston Scientific representative stated that SciFest “increases the
number of opportunities. When you increase the number of potential workers, whatever you
want to call it, within a pool to choose from, you’re always getting cream of the crop” (interview,
April 20, 2018). The Johnson & Johnson representative shared that
from our organization’s perspective, we are constantly growing, so we should make sure
there is a pipeline talent coming through as well. It is in our best interest to keep that
level of skill and talent growing, so in 10 or 15 years’ time and those kids are through
their Leaving Cert through third level and they are out looking for jobs, we have helped
guide a larger pool into the STEM’s subjects, so we have larger pool to pull from then.
From an overall Ireland perspective, there is a larger pool of highly skilled people that we
can pull additional industry into the area. That is win-win all around. (interview,
April 20, 2018)
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Boston Scientific’s representative implied that SciFest was an aid in building Ireland’s
STEM workforce with the skill sets required to move MNCs forward. This representative
shared,
You have companies like Boston Scientific that’s relocating here in Ireland. They’re
moving products, which is what I do. I move products around the globe. When you have
or moving products to Ireland, you’re creating jobs. And to do that, you need the skill
sets to support those products. (interview, April 20, 2018)
Later in the interview, the Boston Scientific representative mentioned that
when you bring a product here to Ireland, for instance, that product’s great today, obsolete
tomorrow. So it’s up to us. I’m talking Ireland in general, even though I don’t sound
Irish. It’s up to us to actually bring that, improve that product, bring it to the next stage.
We need to have the right kind of work choice in there that’s going to help us diagnose
the problem, come up with new ideas, do the development, and then to test them, and
bring it to commercialization. (interview, April 20, 2018)
To summarize, interviews with participants indicated that SciFest positively contributed
to developing Ireland’s future workforce in STEM fields by building its human capital and sup-
porting the development of 21st-century skills so that the people can maintain the country’s
economic trajectory and compete in a global economy. Having a populace that can supply an
educated workforce for the MNCs in Ireland is critical for the success of these companies, the
growth of the Irish economy, and Ireland’s ability to continue to be a player in the global arena.
Chapter Summary
The study’s results gathered from surveys, interviews, and observations indicated SciFest
as an avenue for furthering the development of students’ 21st-century skills. The collected
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findings portrayed the important role that school leaders played in influencing SciFest participa-
tion at the site level. The study also found how SciFest influenced female students to pursue
STEM subjects as well as the various stakeholders’ perceptions of SciFest’s value on students’
future educational and career choices. Among the study’s participants, a common theme that was
apparent was the emphasis on STEM education in Ireland and preparing the populace to be a
well-equipped STEM workforce. The following summarizes the results for the four research
questions.
Research Question 1 asked, “How do schools engage in SciFest while preparing students
for the LCE?” After reviewing the data, two major themes became apparent: (a) that SciFest
supported students’ success on state exams and (b) that SciFest further developed students’ 21st-
century skills. In particular, the results revealed that through the inquiry-based process of
scientific investigations, SciFest supported students’ success on the Junior Certificate, the
Leaving Certificate, and Ireland’s new CBAs. Through SciFest participation, students’ 21st-
century skills were cultivated and science content knowledge was deepened. In turn, this result
helped to prepare students to answer science-related questions that they studied and study partici-
pants perceived that students utilized the learned soft skills as they navigated through state
exams.
Research Question 2 asked, “How does school leadership influence participation in
SciFest?” Two themes emerged from the data: (a) that school leaders provided the support
needed for SciFest participation and (b) that school leaders displayed several qualities that
influenced SciFest participation.
The collected data revealed the important role that school leadership played in supporting
the successful implementation of SciFest at the school level. In particular, school leaders showed
INFLUENCE OF SCIFEST 173
support for SciFest by allocating time and resources to staff and students, ensuring that SciFest
was a part of the instructional calendar, providing release time for teachers, being visible during
SciFest and interacting with the students who participated, ensuring that SciFest was appropri-
ately calendared into the master schedules, and embracing SciFest as a part of the school’s
overall culture. Additionally, participants indicated certain characteristics that school leaders
displayed that were found to influence SciFest participation, including the following: being
inspirational and passionate; being a visionary; exhibiting encouragement; being organized,
confident, communicative, supportive, visible, and involved; and empowering others. Impor-
tantly, these leadership qualities built teachers’ and students’ capacities and provided the motiva-
tion needed to implement SciFest at the school site level.
Research Question 3 asked, “How does participation in SciFest influence female
students’ interest in enrolling into senior-level and third-level STEM courses? Three themes
emerged from the data: (a) that SciFest builds female students’ confidence in STEM subjects, (b)
that there are barriers for female students’ participation in STEM subjects, and (c) that SciFest
helps to create a pathway to increase female students’ participation in STEM. Importantly,
SciFest was found to help build female students’ confidence and self-perceptions with respect to
what they could accomplish in STEM subjects. The second theme was the revelation that several
participants indicated as barriers inhibiting female students’ participation in STEM fields. Inter-
viewed participants revealed stereotypes, stigmas, social norms, the educational system, religious
and family upbringing, and the lack of female role models in STEM fields as potential barriers
that keep females from pursuing STEM in their futures. The third theme that emerged was that
SciFest created a pathway for female students’ participation in STEM by offering an avenue for
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females to participate and to explore in STEM subjects, thus opening their minds to the possible
aspiration of pursuing STEM fields for college and career choices.
Research Question 4 asked, “What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and MNCs have regarding the value of student
participation in SciFest?” A review of the data revealed two themes: (a) that SciFest can influ-
ence students’ college and career choices and (b) that several stakeholders perceived SciFest as a
positive contributor to Ireland’s human and economic development. Specifically, the data
showed that SciFest participation has influenced and encouraged several students to pursue
STEM in college and careers. The second theme was that SciFest positively contributed to
developing Ireland’s future workforce and supported the nurturing of 21st-century skills so that
Ireland can compete in a global economy. Finally, the study has shown that Ireland greatly
values an educated populace for the MNCs’ workforce, the country’s economic trajectory, and
the island’s sustainability on the global playing field.
INFLUENCE OF SCIFEST 175
CHAPTER FIVE: DISCUSSION, RECOMMENDATIONS, AND CONCLUSIONS
Advances in communication and transportation have led to an ever-increasing intercon-
nectedness with those around the world. These technological advances have contributed to
globalization and the ability of MNCs to conduct business at record speed (Friedman, 2006).
Due to globalization, these businesses are dependent upon a country’s ability to attract and retain
a workforce that can compete in the global arena and continue an upward path for a nation’s
economy (Friedman, 2006). As a result, it has become increasingly important for countries to
invest in their educational systems so that citizens are capable of competing globally and coun-
tries can sustain economic growth (Stewart, 1996).
Countries such as Ireland have implemented economic and educational policies to
counter poverty and an underprepared workforce. Ireland’s economic policies have targeted the
attraction and retention of FDIs and MNCs to continue Ireland’s upward economic trajectory and
further the country’s ability to compete on a global scale (Buckley & Ruan, 2006; Jacobson et al.,
2006). In the mid to late 20th century, Ireland’s economic policies gave rise to the country’s
greatest period of economic growth known as the Celtic Tiger Era (Fanning & Munck, 2011;
Hegarty, 2012).
In Ireland, the plethora of MNCs called for the necessity to have a well-prepared STEM
labor force. This situation has led to educational discourse that encompassed Ireland’s educa-
tional initiatives with an emphasis on STEM education and increasing the number of females in
STEM fields (STEM Education Review Group, 2016). Ireland’s educational initiatives have
focused on preparing students to be a part of the workforce capable of meeting the needs of
MNCs; Ireland aims to remain competitive and attractive to MNCs in the 21st century, as these
corporations are critical to the country’s economic growth (McDonagh, 2000).
INFLUENCE OF SCIFEST 176
The purpose of this study was to understand the influence of globalization and educa-
tional policy on the development of 21st-century skills through the implementation of STEM
education, instructional practices, and student participation in the SciFest science competition.
This study researched the ways that schools engaged in SciFest while factoring in the need to
prepare students for Ireland’s state exams. It also studied how school leadership influenced
SciFest participation and how participation in SciFest influenced female students’ interests in
furthering their studies in STEM. Participants’ perspectives regarding SciFest’s value in prepar-
ing students for the 21st-century workforce were gathered.
Chapter One introduced the research study. This introduction included an overview of
the study, a statement of the problem, the purpose of the research, the significance of the study,
limitations and delimitations, assumptions, and definitions of key terms. Chapter One also
presented the following four research questions:
1. How do schools engage in SciFest while preparing students for the LCE?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/
university professors, and MNCs have regarding the value of student participation in SciFest?
These research questions were developed to guide the study in order to learn how SciFest has
contributed to Ireland’s educational policies inclusive of STEM initiatives as well as the overall
influence of SciFest among the participants.
Chapter Two provided a comprehensive review of the literature related to the study. This
chapter reviewed pertinent literature on the topics of globalization and Ireland’s historical,
INFLUENCE OF SCIFEST 177
political, and economical impact on education. It also detailed Ireland’s historical and current
educational system inclusive of emphasizing 21st-century skills, PBL, STEM, and science and
technology fairs.
The theoretical frameworks were also described in Chapter Two. There were six refer-
ences that comprised the theoretical frameworks: (a) Bolman and Deal’s (2008) organization
theory that involved the four leadership frameworks: structural, human resource, political, and
symbolic; (b) Friedman’s (2006) description of the evolvement of globalization as a progres-
sively flattening phenomenon; (c) Spring’s (2008) insights regarding the important role that
education plays in teaching 21st-century skills to create and sustain a country’s position in a
global economy; (d) Slough and Milam’s (2013) work that provided a framework for utilizing
PBL when teaching STEM subjects; (e) Wagner’s (2008) work that encouraged innovative
educational strategies, such as STEM PBL, as an effective means for developing 21st-century
skills while increasing the knowledge and skill sets of students in STEM subjects; and (f) Ack-
er’s (1987) work regarding feminist theory as it pertained to gender and education. Each of these
frameworks was particularly valuable in understanding the intricate views and important research
that guided this study.
Chapter Three detailed the methodology. It specified that a mixed-methods approach,
predominantly qualitative with some quantitative methods, was used to conduct the study. The
research team of 13 doctoral students led by the lead researcher, Dr. Michael Escalante, was
described. This chapter also detailed that for the sample and population, purposeful and conve-
nience sampling were used to select the participants. For instrumentation, the chapter described
the interview, observation, and survey protocols used during the study. The data collection
section outlined the methods for collecting the information; the data analysis section itemized the
INFLUENCE OF SCIFEST 178
process for analyzing the data, including the coding process. Finally, validity, reliability, and
ethical considerations were noted.
Chapter Four reported the findings inclusive of nine emergent themes. Under the
umbrella of the four research questions and the theoretical frameworks, this chapter described the
themes that emerged after analyzing the data for each research question. Emergent findings were
detailed as they pertained to the literature, surveys, interviews, and observations. The chapter’s
summary presented a concise overview of the findings for each research question.
Chapter Five summarizes the details of each chapter. It also includes a review of the
findings, further limitations of the study, implications for current practice, recommendations for
future research studies, and a final conclusion.
Summary of Findings
After collecting and analyzing surveys, interviews, and observations for the four research
questions, nine themes emerged. For every research question, there are two themes with the
exception of Research Question 3 that has three themes. Following is a summary of the identi-
fied themes for each of the research questions.
Research Question 1
Research Question 1 asked, “How do schools engage in SciFest while preparing students
for the LCE?” This question aimed to learn how schools participated in SciFest while preparing
students for state exams such as the Leaving Certificate. Indeed, Ireland is a country with high-
stakes tests, and points on the LCE determine students’ tertiary level of schooling; thus, it was
critical to explore the balance that schools must find as they participate in SciFest and prepare
students for high-stake assessments. Upon data analysis, two themes emerged.
INFLUENCE OF SCIFEST 179
The first theme that emerged from surveys and interviews was that participation in
SciFest supported students’ success on exams such as the Junior Certificate Exam, the LCE, and
Ireland’s new CBAs. In particular, interviews with students, teachers, a deputy principal, and
educational leaders found that SciFest afforded students opportunities to practice applying the
scientific method via IBL. This practice aided students in cementing their understanding of key
science concepts. Thus, indirectly and informally, SciFest helped to prepare students for
responding to related science questions found on state exams.
The second finding that emerged was that SciFest further developed 21st-century skills
and strategies that helped to prepare students for state assessments. Surveys, observations, and
interviews with students, teachers, an administrator, and MNC representatives uncovered that
through the inquiry process, students’ 21st-century skills increased and their understandings of
science concepts were further developed. Thus, participation in SciFest enabled students to
utilize 21st-century skills in meaningful, relevant ways and increased their understandings of
science concepts to better prepare them to answer science-related questions and to utilize the
learned soft skills as they navigated through assessments such as the Junior Certificate, Leaving
Certificate, and the new CBAs.
Research Question 2
Research Question 2 asked, “How does school leadership influence participation in
SciFest?” This question explored the ways that school leadership influenced SciFest participa-
tion. Information gathered from interviews with students, teachers, a school administrator, and
educational leaders helped to inform the response to this question. Surveys from students as well
as business and educational policy leaders provided further information. When the collected data
were triangulated, two themes emerged that formed a response to this question.
INFLUENCE OF SCIFEST 180
The first theme was that school leadership provided support for SciFest participation. At
the CSS, school leadership provided time and resources to ensure that SciFest was a success.
Evidence further showed that the school leader’s visibility during the event and interactions with
SciFest participants were instrumental in supporting SciFest. Interviews with MNC representa-
tives revealed the important role that school leadership had in ensuring that SciFest was a part of
the master schedules, provided release time for teachers, and ensured that SciFest was an integral
part of the school’s culture.
The second theme was that there were qualities that school leaders exhibited that influ-
enced SciFest participation. These leadership qualities included being inspirational, passionate,
visionary, exhibiting encouragement, organized, confident, communicative, supportive, visible,
involved, and empowering others. Importantly, several participants indicated that these leader-
ship qualities built teachers’ and students’ capacities and provided the motivation needed to
implement SciFest at the school site level.
Research Question 3
Research Question 3 asked, “How does participation in SciFest influence female stu-
dents’ interest in enrolling into senior-level and third-level STEM courses?” This question
aimed to explore how SciFest participation influenced female students’ interests in enrolling in
STEM courses. Survey results from female students were analyzed; and information collected
during interviews with students, teachers, a school administrator, MNC representatives, and
political and educational leaders were also used to form a response to this question. When the
collected data were triangulated, three emergent findings were revealed.
The first theme was that SciFest builds female students’ confidence in STEM subjects.
Surveys from female students and interviews with students, teachers, a business leader, and an
INFLUENCE OF SCIFEST 181
educational leader indicated that SciFest helped increase female students’ confidence and self-
perceptions as to what they could accomplish in STEM fields.
The second theme was there were barriers for female students’ participation in STEM
subjects. Surveys from female students and interviews with students, teachers, a school adminis-
trator, MNC leaders, and educational leaders found several barriers that inhibited female partici-
pation in STEM fields. Participants mentioned stereotypes, stigmas, social norms, the educa-
tional system, religious and family upbringings, and the lack of female role models in STEM
fields as potential barriers that impeded female participation in STEM fields.
The third theme that emerged was that SciFest helped to create a pathway to increase
female students’ participation in STEM by offering females the opportunity to participate and
explore STEM subjects. While so doing, this opportunity allowed females to entertain aspira-
tions of pursuing STEM fields for college and career choices. Interviews with teachers, students,
a school administrator, MNC representatives, and educational and political leaders formulated a
response to this finding. Several participants indicated equal opportunities, decreasing and
eliminating stereotypical notions and social norms, increasing female role models in STEM,
encouragement, and building females’ confidence as ways to increase female participation in
STEM.
Research Question 4
Research Question 4 asked, “What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and MNCs have regarding the value of student
participation in SciFest?” This question sought to understand the perspective from various
stakeholders regarding SciFest participation. Data collected from surveys and interviews
INFLUENCE OF SCIFEST 182
informed the response to this question. When the data were triangulated, the value of student
participation in SciFest was revealed.
The first theme found that SciFest influenced students’ college and career choices for the
21st century. Surveys from students as well as business and education leaders informed this
response, as did interviews with students, teachers, and educational leaders. When the data were
triangulated, it emerged that SciFest participation can influence and encourage students to pursue
STEM in college and their careers. Data suggested that SciFest enabled students to practice the
soft skills needed to be successful in a global economy.
A second theme was that participants perceived that SciFest contributed to the develop-
ment of Ireland’s human capital and economic prosperity. Surveys from students as well as
business and educational leaders informed this response, as did interviews with students, teach-
ers, educational leaders, and MNC representatives. The data indicated that SciFest positively
contributed to developing Ireland’s future workforce in STEM fields by building its human
capital and supporting the development of 21st-century skills so that the people can maintain the
country’s economic trajectory and compete in a global economy. Interviews with participants
revealed the importance of Ireland’s populace being able to supply the MNCs’ workforce, as
these companies are critical not only for the success of these corporations but also for the growth
of the Irish economy and the island’s ability to remain a player in a global arena.
Implications for Practice
This study researched SciFest participation in Ireland and how globalization influenced
Ireland’s STEM educational initiatives and the teaching of 21st-century learning skills. Through-
out the history of Ireland, the education system has undergone several changes (McDonagh,
2000). Ireland’s educational initiatives that emphasize STEM and increasing student
INFLUENCE OF SCIFEST 183
participation in science and technology fairs such as SciFest are due in part to the need for a
prepared STEM labor force (STEM Education Review Group, 2016). STEM education initia-
tives that embrace the teaching and learning of transferable skills pertinent in a global economy
are germane for meeting the country’s economic and labor force demands (Ananiadou & Claro,
2009; Spring, 2008; Wagner, 2008, 2012). Indeed, Ireland recognizes the importance of having a
well-equipped workforce capable of meeting the country’s economic needs so that it can remain
competitive and attractive to MNCs and FDI in the 21st century (McDonagh, 2000).
The first implication for practice for educators, administrators, educational leaders, civic
leaders, and MNCs is that there is a shift in Ireland’s educational practices as participants
expressed the importance of 21st-century skills and IBL as instrumental for students’ success.
These shifts in educational practices are in accordance with Wagner’s (2008) work that encour-
aged innovative instructional strategies to develop 21st-century skills while increasing students’
knowledge and skill sets in STEM subjects. The instructional shift was apparent via participants
who shared that changes in educational assessments associated with the Junior Certificate exam
and the new CBAs emphasized the use of IBL and transferable skills. Participants expressed that
SciFest afforded students additional opportunities to use inquiry through the scientific investiga-
tive process while they practiced 21st-century skills such as communication, collaboration,
critical thinking, and creativity. Evidence suggested that SciFest served as indirect and informal
preparation for the Junior Certificate, the new CBAs, and the LCE by providing students with the
opportunities to experience and practice IBL, the investigative process, and the soft skills needed
for success in state assessments. Thus, increased student participation in SciFest may provide
additional students with the opportunity to experiment via the scientific investigative process and
INFLUENCE OF SCIFEST 184
practice utilizing the 21st-century skills that they need to learn in order to help them to attain
success on state- mandated tests as well as their future educational and career objectives.
The second implication for practice was that school leadership, inclusive of administrator
and teacher–leader support, was crucial for the successful implementation of SciFest at the
school site. Evidence indicated that school leadership provided the time, resources, and organi-
zation to ensure the success of SciFest. School leaders were visible during the event and encap-
sulated SciFest as part of a school’s culture. The study also found that there were demonstrable
school leadership qualities that encouraged SciFest participation, such as being inspirational,
passionate, visionary, exhibiting encouragement, organized, confident, communicative, support-
ive, visible, involved, and empowering others. In accordance with Bolman and Deal’s (2008)
notion of school leadership having the capability of empowering stakeholders, this study found
that school leaders have the potential to influence and encourage student participation in SciFest
and can steer its implementation through their leadership and by empowering others, such as
teacher leaders, at the school site level. Thus, school leadership matters when it comes to the
successful implementation of SciFest.
The third implication for practice was that SciFest participation increased confidence in
students, particularly female students. Considering that more men than women choose careers in
STEM fields and that women continue to be visibly underrepresented in STEM fields (Regan &
DeWitt, 2015), this finding was encouraging. Interviews with students, teachers, MNC represen-
tatives, and educational leaders revealed that SciFest helped to build females’ confidence in
STEM fields and opened their minds to the possibilities of pursuing STEM subjects. Thus, in
accordance with Acker’s (1987) work that advocated for increasing females’ educational oppor-
tunities, as the Irish educational system continues to promote and take measures to increase
INFLUENCE OF SCIFEST 185
female students’ participation in STEM education in an effort to increase the number of females
in the STEM workforce (STEM Education Review Group, 2016), SciFest can be considered an
important partner in this extensive endeavor.
The fourth implication for practice was that stakeholders perceived SciFest as a valuable
contributor for furthering the development of the Irish populace in the global arena. In accor-
dance with Spring’s (2008) work that posited the significant role of education for the teaching
and learning of 21st-century skills in a global economy, various research participants, including
students, teachers, MNCs and educational leaders, indicated SciFest contributed toward the
development of Ireland’s future workforce in STEM fields by building its human capital and
supporting the development of 21st-century skills so that the people can maintain the country’s
economic trajectory and compete on a global scale. Interviews with participants revealed the
importance of Ireland’s populace being able to supply the MNCs’ workforce, as these companies
are critical not only for the success of these corporations but also for the upward trajectory of the
nation’s economy and its ability to compete in the global arena.
Recommendations for Future Research
This study researched 13 schools around Dublin, Ireland. The results of this study are not
generalizable as there were a limited number of schools that participated in the study, the schools
were all from the same region, and the results reflected a situational circumstance for each of the
individual schools. Thus, one recommendation for future research is to study other schools in
various regions throughout Ireland to analyze their participation in SciFest as well as their focus
on instructional practices that enhance 21st-century learning and STEM subjects. By studying
other regional schools’ participation in SciFest and their instructional practices, a greater under-
standing of SciFest’s impact could be ascertained. The implementation of Ireland’s STEM
INFLUENCE OF SCIFEST 186
educational initiatives, such as promotion of and participation in science and technology fairs,
IBL, and 21st- century skills that are needed in a global economy could be determined for the
country on a broader level.
This study uncovered the barriers for female participation in STEM subjects. While data
were gathered from students, teachers, school administration, MNC representatives, and educa-
tional leaders regarding various barriers, it would add to the body of research to interview
parents, community members, and religious leaders in order to focus on societal perceptions as
well as the religious and family upbringings that so heavily influence female students’ future
educational and career decisions. It is through learning how deeply rooted these barriers are that
the various needs will become abundantly apparent and additional pathways and opportunities
can begin to be created that counter the narratives impeding females’ participation in STEM.
Another recommendation for future research is to conduct a longitudinal study to follow
SciFest participants and to learn what educational and career paths they venture into. By study-
ing past participants with a particular lens on females, the impact that SciFest has had on these
students’ pathways could be ascertained to determine whether there are any trends in SciFest
participants entering STEM education and STEM fields. This type of longitudinal study could
also provide insight into the economic impact that this STEM initiative has had on individuals’
income levels as well as the growth of the Irish economy.
Conclusions
Ireland is a country with a history of formulating economic policies and educational
initiatives that target prepping a workforce capable of sustaining and propelling the economy and
furthering globalization efforts. The large number of STEM-based MNCs in Ireland has created
a need to ensure that the country can supply a steady STEM pipeline from which these
INFLUENCE OF SCIFEST 187
corporations can recruit; consequently, STEM educational initiatives have become of paramount
importance. While the country has put an emphasis on increasing the STEM pipeline, when
looking at who is a part of this pipeline, it is visibly noticeable that females are underrepresented
and that there is a need to increase their visibility in STEM fields (STEM Review Group, 2016).
Thus, Ireland’s educational initiatives that aim to prepare students, including females, to be a part
of the STEM workforce that can continuously sustain and improve the MNCs and contribute to
the country’s economy and positioning in the world are critical for Ireland (McDonagh, 2000).
This study investigated schools’ engagement with SciFest in preparation for state exams,
such as the Leaving Certificate, Junior Certificate, and Ireland’s new CBAs. It also studied the
influence that school leaders have in regard to SciFest participation at the site level. The study
also examined how SciFest influenced female students in STEM subjects as well as the various
stakeholders’ perceptions of SciFest’s value on students’ future educational and career choices.
The study found that SciFest served as informal and indirect preparation for state exami-
nations by enhancing the development of 21st-century skills and deepening students’ content
knowledge. It also found that school leadership played an integral part in ensuring the successful
implementation of SciFest and that SciFest helped female students to build their confidence in
their capabilities in STEM subjects and served as a pathway for encouraging female students’
participation in STEM. Finally, stakeholders’ perceptions indicated that SciFest can influence
students’ pursuits in furthering STEM for college and career choices; stakeholders perceived
SciFest as a positive contributor to Ireland’s future workforce and, thus, Ireland’s economic and
global prosperity.
INFLUENCE OF SCIFEST 188
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INFLUENCE OF SCIFEST 195
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INFLUENCE OF SCIFEST 196
Appendix A
Recruitment Letter to Principal
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC)
and in April, 2018, I will travel with 12 other doctoral students from USC to Ireland as part of a research
team led by Dr. Michael Escalante.
Your name was provided to me as an innovative leader running an exemplary program. Recently, Sheila
Porter, CEO of SciFest, contacted you or a representative at your school to request your participation in a
1-day study. From April 16 to 19, 2018, another doctoral student and I hope to visit [NAME OF
SCHOOL/INSTITUTION] to talk with, observe, and survey willing students, teachers, and you.
This study’s ultimate goal is to understand how schools and SciFest are helping students to develop 21st-
century skills, particularly in the fields of science, technology, engineering, and maths (STEM). We are
interested in STEM education as a means of producing knowledge-ready workers and citizens prepared
for the 21st-century. Expanding on prior studies, we hope to understand how leadership and increased
female participation influence broader acquisition of 21st-century skills and/or pursuit of STEM in
college-career. Furthermore, we aim to understand the influence of globalization and multinational
corporations on schools throughout Ireland.
The following questions will guide our research:
1. How do schools engage in SciFest while preparing students for the state examinations?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into senior-
level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/university
professors, and multinational corporations (MNCs) have regarding the value of student participa-
tion in SciFest?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible. May I request that you reply at your convenience via
email to [USC STUDENT’S EMAIL] to provide a contact number and preferred time for me to call you
to discuss details about my visit to [NAME OF SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
Doctoral Candidate
Rossier School of Education
University of Southern California
INFLUENCE OF SCIFEST 197
Appendix B
Political Leader/Educational Policy Maker Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand the
influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century workforce.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global workforce and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for
the state examinations. How would you respond to that?
INFLUENCE OF SCIFEST 198
II. The influence of school leadership on SciFest participation
1. If possible, talk to me about instances that you are aware of when school leadership influ-
enced students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation
in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?
III. Influence of SciFest participation on female students’ interest in enrolling into senior-
level and third-level STEM courses
1. How has SciFest affected female students’ interest in continuing their study in STEM
courses in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF SCIFEST 199
Appendix C
Business and Industry (MNCs) Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand the
influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century workforce.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global workforce and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations
1. What is your opinion of the ideal way to prepare students for the state examinations while
participating in SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
state examinations. How would you respond to that?
INFLUENCE OF SCIFEST 200
II. The influence of school leadership on SciFest participation
1. If possible, talk to me about instances you are aware of when school leadership influenced
students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation
in SciFest?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses
1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female student participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit your organization, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF SCIFEST 201
Appendix D
School Leader Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century workforce.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global workforce and
economy; these 21st century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for
the state examinations. How would you respond to that?
INFLUENCE OF SCIFEST 202
II. The influence of school leadership on SciFest participation
1. Talk to me about instances, if any, when your leadership has influenced participation in
SciFest.
2. What leadership qualities are important in getting your school to participate in SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses
1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF SCIFEST 203
Appendix E
Teacher Interview Protocol
Interviewer: Date:
Interviewee: Location:
Job Title: Contact Information:
Length of Time in Your Position:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand the
influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century workforce.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global workforce and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. School’s engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the state examinations?
3. Are you finding that participation in SciFest influences preparation for the state examina-
tions? Please describe this influence.
INFLUENCE OF SCIFEST 204
4. Some teachers might say that SciFest takes away from the core instruction and preparation
for the state examinations. How would you respond to that?
II. The influence of school leadership on SciFest participation
1. Talk to me about instances, if any, where your school principal or other school leaders have
influenced participation in SciFest.
2. What leadership qualities does your principal demonstrate in getting your school to par-
ticipate in SciFest?
3. What challenges do your school principal or other school leaders face in supporting the
school’s participation in SciFest?
4. If you worked at a school where the principal was considering implementing SciFest, what
advice would you give them?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses
1. In your opinion, how has SciFest affected female students’ interest in continuing their study
in STEM fields in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What are examples of the advantages that female students get when they participate in
SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. What is your perception of the benefit that students may get from participation in SciFest?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. If I were a student at this school and I were trying to decide on a college major (third-level
course of study), how would SciFest influence my decision?
4. What is your opinion of SciFest’s contribution to Ireland’s economic prosperity?
INFLUENCE OF SCIFEST 205
Appendix F
Student/Parent Interview Protocol
Interviewer: Date:
Interviewee: Location:
Select One: Student ____ Parent ___ Contact Information:
(Child’s) Gender: _____________________________ (Child’s Grade): ___________
(Child’s) School:
Start Time: End Time:
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand the
influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century workforce.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global workforce and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. School’s engagement in SciFest while preparing students for the state examinations
1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are utilized to prepare students for SciFest at your (child’s) school while
preparing students for the state examinations?
INFLUENCE OF SCIFEST 206
3. How does participation in SciFest influence students’ preparation for the state examinations,
if at all?
4. Some say that SciFest takes away from the core instruction and preparation for the state
examinations. How would you respond to that statement?
II. The influence of school leadership on SciFest participation
1. Talk to me about instances, if any, when school leadership has influenced your (child’s)
participation in SciFest.
2. What leadership qualities are important in getting your (child’s) school to participate in
SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?
III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses
1. How has SciFest affected female students’ interest in continuing their study in STEM
courses in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?
IV. The value of student participation in SciFest
1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. Why do you (does your child) participate in SciFest?
5. (Parent Only) How does SciFest contribute to Ireland’s economic prosperity, if at all?
INFLUENCE OF SCIFEST 207
Appendix G
Classroom Observation Protocol
Date: Location of Observation:
Teacher Observed: Time of Observation:
Class Size (total students): Males Females
Class Title and Grade Level:
DESCRIPTION/DIAGRAM OF
CLASSROOM
! Position of student desks
! Position of teacher’s desk
! Whiteboard
! Grouping of students
! Technology
! Tables, computers, shelves
! Wall displays, decorations
* Reflection on how physical
space promotes 21st-century
skills
FRONT OF CLASSROOM
Overview of Lesson (Learning Objective for the Day):
Instructional Materials Used:
Additional Classroom Information:
INFLUENCE OF SCIFEST 208
21st-Century Skills
(Wagner, 2008)
STEM/Inquiry-
Based (Slough &
Milam (2013)
Actions and Comments
Observed Observer Comments
Critical Thinking and
Problem Solving
Making Content
Accessible
Collaborating Across
Networks
Making Thinking
Visible
Agility and Adapt-
ability
Helping Students
Learn From Oth-
ers
Initiative and Entre-
preneurialism
Promoting Au-
tonomy and Life-
long Learning
Effective Oral and
Written Communica-
tion
Accessing and Ana-
lyzing Information
Curiosity and Imagi-
nation
Other Observations
INFLUENCE OF SCIFEST 209
Reflection Questions:
1. RQ1: What evidence exists of STEM education and 21st-century skill development?
2. RQ1: What evidence exists of inquiry-based learning strategies?
3. RQ1: What evidence is there in preparing students for the state examinations?
4. RQ1: How does the teacher integrate elements of SciFest during the lesson?
5. RQ3: How are female students engaged in STEM activities in the classroom?
6. RQ1: What is the nature of student interactions in class?
7. RQ1: How is the teacher engaging students in STEM education?
8. Are there additional questions for the teacher?
INFLUENCE OF SCIFEST 210
Appendix H
SciFest Observation Protocol
Date: Location of Fair: Cork Institute of Technology
Time of Observation:
Number of Students Participating: Males Females
Grade Level of Students Participating:
DESCRIPTION/DIAGRAM OF
FAIR
! Position of student projects
! Grouping of students/themes
! Technology
! Tables, computers
! Wall displays, decorations
* Reflection on how physical
space promotes 21st-century
skills
FRONT OF FAIR
Overview of Events/Themes:
Additional SciFest Information:
INFLUENCE OF SCIFEST 211
21st-Century Skills
(Wagner, 2008)
STEM/Inquiry-
Based (Slough &
Milam (2013)
Actions and Comments
Observed Observer Comments
Critical Thinking and
Problem Solving
Making Content
Accessible
Collaborating Across
Networks
Making Thinking
Visible
Agility and Adapt-
ability
Helping Students
Learn From Oth-
ers
Initiative and Entre-
preneurialism
Promoting Au-
tonomy and Life-
long Learning
Effective Oral and
Written Communica-
tion
Accessing and Ana-
lyzing Information
Curiosity and Imagi-
nation
Other Observations
INFLUENCE OF SCIFEST 212
Reflection Questions:
1. RQ1: What evidence exists of STEM education and 21st-century skill development?
2. RQ1: What evidence exists of inquiry-based learning strategies?
3. RQ1: What evidence is there in preparing students for the state examinations?
4. RQ1: How does the teacher integrate elements of SciFest during the lesson?
5. RQ3: How are female students engaged in STEM activities in the classroom?
6. RQ1: What is the nature of student interactions in class?
7. RQ1: How is the teacher engaging students in STEM education?
8. Are there additional questions for the teacher?
INFLUENCE OF SCIFEST 213
Appendix I
Survey Protocol for School Administrator or Teacher
Date: Location of Survey:
Select One: School Administrator Teacher
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, technology, engineering, and maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. Participation in SciFest prepares students to be successful on
the state examinations. SA A N D SD DK
2. School leadership encourages participation in SciFest to
support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
INFLUENCE OF SCIFEST 214
4a. Check all strategies that school leadership employs at your school: Yes No
Common planning time
Department meetings
Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Hold informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
INFLUENCE OF SCIFEST 215
Real-world applications
Use of technology to promote science learning
Other:
6. School leadership works with teachers to align SciFest activities
with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest competitions at
the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest competi-
tions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my school. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. I actively encourage and recruit female students to participate
in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. My school actively employs strategies to increase female
participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
INFLUENCE OF SCIFEST 216
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop 21st-
century skills. SA A N D SD DK
22. Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational develop-
ment in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed in a
global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
INFLUENCE OF SCIFEST 217
Appendix J
Survey Protocol for Political Leader, Business Leader, or Policy Maker
Date: Location of Survey:
Select One: Political Leader _____ Business Leader _____ Policy Maker _____
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, technology, engineering, and maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. Participation in SciFest prepares students to be successful on the
state examinations. SA A N D SD DK
2. School leadership encourages participation in SciFest to
support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
INFLUENCE OF SCIFEST 218
4a. Check all strategies that school leadership employs: Yes No
Common planning time
Department meetings
Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers in schools employ strategies to positively influence
school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
INFLUENCE OF SCIFEST 219
Other:
6. School leadership works with teachers to align SciFest activities
with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest competitions at the
school. SA A N D SD DK
9. School leadership is a positive influence on SciFest competi-
tions in schools. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest in schools. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. School leadership encourages and recruits female students to
participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. Schools actively employ strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
INFLUENCE OF SCIFEST 220
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed to
obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
INFLUENCE OF SCIFEST 221
Appendix K
Survey Protocol for Parent of Second-Level Student
Date: Location of Survey:
Your child’s gender: Female ____ Male ____
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, technology, engineering, and maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. Participation in SciFest prepares students to be successful on
the state examinations. SA A N D SD DK
2. The school leadership at my child’s school encourages partici-
pation in SciFest to support student success on the state
examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership at my child’s school employs strategies to
positively influence school participation in SciFest. SA A N D SD DK
4a. Check all strategies that school leadership employs at your child’s school: Yes No
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
INFLUENCE OF SCIFEST 222
Hold informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers at my child’s school employ strategies to positively
influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:
6. School leadership works with teachers to align SciFest activities
with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
INFLUENCE OF SCIFEST 223
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest competitions at
the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest competi-
tions at my child’s school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my child’s school. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. My child’s school actively encourage and recruit female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
16. My child’s school actively employs strategies to increase
female students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop 21st-
century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed to
obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational develop-
ment in students. SA A N D SD DK
INFLUENCE OF SCIFEST 224
24. SciFest provides opportunities to develop the skills needed in
a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
INFLUENCE OF SCIFEST 225
Appendix L
Survey Protocol for Student Participant in SciFest
Date: School:
Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, technology, engineering, and maths.
21st-Century Skills: Skills that students need to compete in a global workforce and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other coun-
tries and their influence on education and policy in Ireland (e.g., Intel).
Background Information
Have you taken part in a SciFest@School science fair: Yes No
Have you taken part in a @College science fair: Yes No
You are: Male ____ Female _____ Decline to State _____
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know
1. Participation in SciFest prepares students to be successful on
the state examinations. SA A N D SD DK
2. The school leadership at my school encourages participation
in SciFest to support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK
4. School leadership at my school employs strategies to positively
influence school participation in SciFest. SA A N D SD DK
INFLUENCE OF SCIFEST 226
4a. Check all strategies that school leadership employs at your school: Yes No
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Hold informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/spouses
School-wide student recognitions
School-wide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:
INFLUENCE OF SCIFEST 227
6. School leadership works with teachers to align SciFest activities
with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implement-
ing SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared
vision to all stakeholders (students, parents, teachers,
etc.) for implementing competitions at the school.. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my school. SA A N D SD DK
11. School leadership provides support, including time, materi-
als, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. My school actively encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. My school actively employs strategies to increase female
students’ participation in SciFest.. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop 21st-
century skills. SA A N D SD DK
INFLUENCE OF SCIFEST 228
22. Participants in SciFest demonstrate the skills needed to
obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational devel-
opment in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
INFLUENCE OF SCIFEST 229
Appendix M
Information/Fact Sheet for Exempt Research
University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089
THE INFLUENCE OF GLOBALIZATION, LEADERSHIP, AND SCIENCE AND
TECHNOLOGY FAIRS ON STUDENTS’ ACQUISITION OF 21ST-CENTURY
SKILLS AND THEIR COLLEGE-CAREER PURSUIT OF SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATICS
MAJORS-CAREERS IN SCHOOLS IN IRELAND
You are invited to participate in a research study conducted by Dr. Michael Escalante, Professor
of Clinical Education, principal investigator and faculty advisor, from the University of Southern
California. This study is entirely student funded; the data collected will be used to produce
individual doctoral dissertations for the co-investigators listed below at the University of South-
ern California. Please read through this form and ask any questions you might have before
deciding whether or not you want to participate.
PURPOSE OF THE STUDY
Influence of globalization, leadership, and science fairs on female students’ acquisition of 21st-
century skills and their college career pursuit of STEM majors-careers in schools in Ireland.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you could be asked to participate in any combination of the
following activities: a 15-minute online survey; a 45-minute, audiotaped, face-to-face interview,
a 45-minute classroom observation (teachers and students only), and/or a 10-minute observation
at SciFest in Cork, Ireland (students/parents/teachers/principals only). You are not obligated to
answer any questions that cause you discomfort.
POTENTIAL RISKS AND DISCOMFORTS
There are no potential risks to your participation; however, you may feel uncomfortable answer-
ing some of the questions. You do not have to answer any question you do not want to.
ALTERNATIVES TO PARTICIPATION
You may elect to participate in the interview process and not be audio recorded. In addition, you
may elect not to participate. Your relationship with your school/employer will not be affected
whether or not you participate in this study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There are no anticipated benefits to your participation. We hope that this study will help
researchers and policy makers to better understand the drivers that increase the likelihood of
INFLUENCE OF SCIFEST 230
students pursuing studies in science, technology, engineering and maths (STEM) while acquiring
21st-century skills necessary for all citizens.
PAYMENT/COMPENSATION FOR PARTICIPATION
There is no payment for your involvement in the study. However, the co-investigator at your site
might provide tchotchkes (swag) from the University of Southern California or create a lottery
for your participation in the study.
CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals, and students collect identifiers; however, any identifiable information obtained in
connection with this study will remain confidential. Responses will be coded with a false name
(pseudonym) and maintained separately. The audiotapes of interviews will be destroyed once
they have been transcribed.
Interview protocols for business leaders, government officials, and educational policy makers
collect identifiers (participant names/job titles/time in position and contact information). Only
names and titles will be identifiable in the study. The audiotapes of interviews will be destroyed
once they have been transcribed.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, Clinical Professor, University of Southern California, mescalan@usc.edu
Co-investigators:
Jonathan Blackmore, Director, Covina-Valley Unified School District, jblackmo@c-vusd.org
Roger Brossmer, Assistant Superintendent, Downey Unified School District, brossmer@usc.edu
Elizabeth Eminhizer, Assistant Superintendent, Covina-Valley Unified School District,
eminhize@usc.edu
Raquel Gasporra, Assistant Superintendent, Whittier City School District, gasporra@usc.edu
Jennifer Graziano, Director, Compton Unified School District, jgrazian@usc.edu
Jason Hasty, Director, Los Angeles County Office of Education, jhasty@usc.edu
Chris Hollister, Assistant Superintendent, Chaffey Joint Union High School District, chollist@usc.edu
Veronica Lizardi, Director, Downey Unified School District, vlizardi@usc.edu
Robert McEntire, Assistant Superintendent/CBO, Covina-Valley Unified School District,
rmcentir@usc.edu
Josh Randall, Assistant Superintendent, Sulphur Springs Union School District, jirandal@usc.edu
Wayne Shannon, Assistant Superintendent, Downey Unified School District, twshanno@usc.edu
Marc Trovatore, Director, West Covina Unified School District, trovator@usc.edu
Diana Velasquez, Director, Los Angeles County Office of Education, vela983@usc.edu
INFLUENCE OF SCIFEST 231
IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu
Abstract (if available)
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Asset Metadata
Creator
Gasporra, Raquel
(author)
Core Title
Influence of SciFest on Irish students in developing interest in science, technology, engineering, and mathematics and 21st-century skills in preparation for competing in a global economy
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/26/2019
Defense Date
03/11/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
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Tag
21st-century skills,Engineering,global economy,inquiry based learning,Ireland,mathematics,OAI-PMH Harvest,project-based learning,school leadership,Science,SciFest,STEM,Technology
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Escalante, Michael (
committee chair
), Castruita, Rudy (
committee member
), Doll, Michele (
committee member
), Garcia, John (
committee member
), Hinman, Charles (
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)
Creator Email
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Tags
21st-century skills
global economy
inquiry based learning
project-based learning
school leadership
SciFest
STEM