Predictors of Success in a District Science Fair Competition: An Exploratory Study

Abstract

This exploratory study examined relationships among success in a regional science fair and self‐concept, parental influences, motivation, anxiety, and selected demographic variables. The sample included 142 students in grades 7–12 who were enrolled in a district science day in Ohio. Confidence levels and parental influences were measured using scales developed by Campbell (1991). Motivation was measured with items asking who or what influenced students to enter the district science fair and whether they intended to attend college and major in a science‐related field. The State‐Trait Anxiety Indicator (STAI) (Spielberger, 1983) was used to measure anxiety. Success in the district science day was measured by the rating given by a pair of judges for the science fair project. Demographic variables examined were GPA, participation in a gifted/talented class, participation in a scientific research course, gender, ethnicity, and parents' level of education. Descriptive and discriminant statistical techniques were used to analyze the data. A discriminant function analysis determined one significant function which predicted rating in the science fair. This function, accounting for 77% of the variance, included five coefficients—parental help, parental pressure, science self concept, the science fair project counted as part of a science course grade, and the judges' rating on the science fair project determined the course grade. Implications are discussed for classroom teachers who enroll students in science fairs.