A comparison of 1994 Mississippi Science Fair winners and nonwinners at the local, regional, and state levels of competition.

摘要

The purpose of this ex post facto study was to determine whether or not all students have an equitable chance of winning in science fair competitions. Winners and nonwinners at local, regional, and state levels of 1994 Mississippi science fair competitions were compared for the following variables: project cost, status of participation (voluntary or required and graded or ungraded), computer and/or word processor utilization, location of computer and/or word processor used, utilization of outside help, and parental educational level and occupation. A stratified random sampling technique was utilized to select subjects from local, regional, and state science fair contestants. Group samples for each of the five groups above the local nonwinner level consisted of 42 subjects, for a total of 210. The local nonwinner group sample had 162 subjects. Data were collected via a questionnaire developed specifically for the study and sent to parents of the sample contestants. Data were analyzed using SAS/STAT software; Fisher's exact test was used to test for significance of difference. The major finding of the study was that all students do not have an equitable chance of winning in science fair competitions. At the regional and state levels, contestants having higher project costs and participating voluntarily have a better chance of winning. At all levels, students using a computer and/or word processor for project preparation have a better chance of winning; having this equipment in the home is advantageous. At the state level, students receiving outside help are more likely to win. Contestants having college educated parents employed in professional occupations are more likely to win at the state and regional levels.; The following recommendations were made: schools and community groups should help students with project expenses; student participation in science fairs should be optional, and projects should be ungraded or assigned an extra grade; schools should provide students with access to word processing equipment during project preparation; science teachers should encourage students from higher socioeconomic backgrounds to work with those from lower ones on team science projects; and the Mississippi Science Fair Program should be supplemented with science festivals.