Bradford R. White

Blended Learning Training for Mentors of STEM Team Competitions

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