No Roadblocks in Low Earth Orbit: The Motivational Role of the Amateur Radio on the International Space Station (ARISS) School Program in STEM Education

Abstract

This study presents an investigation of the interaction with a role model and school students’ interest in pursuing Science, Technology, Engineering, and Mathematics (STEM) subjects. The interaction is in the form of a live question and answer contact with an astronaut aboard the International Space Station (ISS). Through the integration of the Amateur Radio on the International Space Station (ARISS) School Program into the school curriculum as an external intervention, opportunities are provided for school students from anywhere in the world to ask their own prepared questions of the astronauts using two-way Amateur Radio. The purpose of this research is to determine the extent to which the ARISS Program is meeting its primary goal of enhancing school students’ interest in STEM subjects and to analyse any changes in student interest towards STEM subjects and STEM based careers attributed to the ARISS program. Data were collected through a mixed methods research model using pre- and post- event online questionnaires, from 236 students and 31 teachers, representing 4 schools, and 29 ARISS Volunteers. Case Study students and teachers were chosen from Canada, Germany, and the United States. Very high ARISS excitement levels were exhibited by the students and teachers from all case study schools. A t-test was used to determine the significance of student pre- and post-event interest and excitement levels, and while science was the only subject with a significant difference, there was a noticeable positive trend in the change in student STEM interest within all subject areas. There were twice as many students reporting an increase in STEM interest than not at the conclusion of the ARISS event. Participant teachers unanimously reported that astronauts, male and female, are a significant positive role model for school students, and that the ARISS program was of value to their students. More primary aged students exhibited a positive STEM interest change than secondary aged students. A positive change in STEM subject interest within secondary school age students exists pointing to the ability of the ARISS program to motivate older students. This research confirms that the ARISS program has a significant and positive impact on students where an integrative partnership with the school curriculum is achieved. This research has contributed to the existing literature surrounding the impact of inspirational expert role models on the motivation levels of students to pursue STEM based studies and careers.