Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 3

The correlation coefficient, .884, reveals a positive relationship between students who like to imagine creating new products and those who are good at building and fixing things. Once more, the significance level of <.001 agrees with this correlation. Identifying correlations between variables is crucial for many research problems. For example, assessing this data for correlation allows us to know if a positive relationship exists between the sample students’ feelings toward a particular subject and their ability. This leads us to assume that one with positive feelings toward an issue will likely perform well, and students with negative feelings toward a matter presumably do not perform well. IV. C onclusion This study aimed to introduce various science- related topics to young, primarily Hispanic female students in a Title I high school. This was accomplished through weekly STEM workshops with the faculty presenters from the College of Education and the College of Arts and Sciences. Specific steps included: 1. The principal and his leadership team identified a purposive sample of 37 9th-grade female students meeting the required demographic characteristics to participate in the study. 2. At the first meeting, students completed the S- STEM. The survey was also conducted at the end of the 15th-week workshop. Fifteen weekly STEM lessons were scheduled with the ninth-grade female students. Since the ongoing study, researchers have limited S-STEM data and no data from students involved in the project management classes. To analyze the S-STEM data in the most meaningful manner possible, r esearchers compared the data collected at the beginning of the 9 th - grade study to that of the end of the project. Most researchers will agree that a study's validity lies in identifying an appropriate research problem, developing a robust methodology, strict adherence to the methods during implementation, proper data analysis, and an accurate interpretation of the results. If these guidelines are strictly adhered to, the results of a study are strongly supported. Studies cannot be invalidated; instead, we must recognize threats to our results' validity and try to control them in the best manner possible. In this case, a sound study was designed and implemented. However, given the ongoing issues in online classrooms and their effect on students, teachers, and administrators, we must continue researching this area. R eferences R éférences R eferencias 1. Anderhag, P., Wickman, P., Bergqvist, K. Jackobson, B., Hamza, K. and Saljo, R. (2016). Why do secondary school students lose their interest in science? Or does it never emerge? A possible and overlooked explanation. Science Education, (5) 100, 791–813. 2. Brouillette, L, (2019). Arts Integration in Diverse K-5 Classrooms. New York, N.Y. Teachers College Press. 3. Education Commission of the States (2020, May). Key Issues. Retrieved from https://www.ecs.org/ research-reports/key-issues/ 4. Faber, M., Unfried, A., Wiebe, E., Corn, J., Walker- Townsend, L., & Collins, T. (2013). Student attitudes toward STM: The development of the upper elementary and middle/high school student surveys. 5. Friday Institute for Educational Innovation (2012). Middle and High School Student Attitudes Toward STEM Survey. Raleigh, NC: Author. 6. Hawkins, B. (2015). Bias and stereotypes sideline girls in STEM . Retrieved from https://www.nea.org/ advocating-for-change/new-from-nea/bias-and-ster eotypes-sideline-girls-stem 7. Kruskal-Wallis tests in SPSS . Department of Statistical Sciences and Operations Research. (n.d.). Retrieved December 3, 2022, from https:// ssor.vcu.edu/media/statistics/pdf/SPSS.KruskalWall is.PC.pdf 8. Langdon D., McKittrick G., Khan B, & Doms. (2011, July). U.S. Department of Commerce Economics © 2023 Global Journals Volume XXIII Issue III Version I 31 ( ) Global Journal of Human Social Science - Year 2023 G Using Hands-on Experiences including Various Forms of ARTS to Increase Ninth-Grade Female Students’ Interest in STEM – Final Results and Statistics Administration, Office of the chief Figure 13: Spearman’s Correlations in Engineering