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55 Brilliant Research Topics For STEM Students

Research Topics For STEM Students

Primarily, STEM is an acronym for Science, Technology, Engineering, and Mathematics. It’s a study program that weaves all four disciplines for cross-disciplinary knowledge to solve scientific problems. STEM touches across a broad array of subjects as STEM students are required to gain mastery of four disciplines.

As a project-based discipline, STEM has different stages of learning. The program operates like other disciplines, and as such, STEM students embrace knowledge depending on their level. Since it’s a discipline centered around innovation, students undertake projects regularly. As a STEM student, your project could either be to build or write on a subject. Your first plan of action is choosing a topic if it’s written. After selecting a topic, you’ll need to determine how long a thesis statement should be .

Given that topic is essential to writing any project, this article focuses on research topics for STEM students. So, if you’re writing a STEM research paper or write my research paper , below are some of the best research topics for STEM students.

List of Research Topics For STEM Students

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Several research topics can be formulated in this field. They cut across STEM science, engineering, technology, and math. Here is a list of good research topics for STEM students.

  • The effectiveness of online learning over physical learning
  • The rise of metabolic diseases and their relationship to increased consumption
  • How immunotherapy can improve prognosis in Covid-19 progression

For your quantitative research in STEM, you’ll need to learn how to cite a thesis MLA for the topic you’re choosing. Below are some of the best quantitative research topics for STEM students.

  • A study of the effect of digital technology on millennials
  • A futuristic study of a world ruled by robotics
  • A critical evaluation of the future demand in artificial intelligence

There are several practical research topics for STEM students. However, if you’re looking for qualitative research topics for STEM students, here are topics to explore.

  • An exploration into how microbial factories result in the cause shortage in raw metals
  • An experimental study on the possibility of older-aged men passing genetic abnormalities to children
  • A critical evaluation of how genetics could be used to help humans live healthier and longer.
Experimental research in STEM is a scientific research methodology that uses two sets of variables. They are dependent and independent variables that are studied under experimental research. Experimental research topics in STEM look into areas of science that use data to derive results.

Below are easy experimental research topics for STEM students.

  • A study of nuclear fusion and fission
  • An evaluation of the major drawbacks of Biotechnology in the pharmaceutical industry
  • A study of single-cell organisms and how they’re capable of becoming an intermediary host for diseases causing bacteria

Unlike experimental research, non-experimental research lacks the interference of an independent variable. Non-experimental research instead measures variables as they naturally occur. Below are some non-experimental quantitative research topics for STEM students.

  • Impacts of alcohol addiction on the psychological life of humans
  • The popularity of depression and schizophrenia amongst the pediatric population
  • The impact of breastfeeding on the child’s health and development

STEM learning and knowledge grow in stages. The older students get, the more stringent requirements are for their STEM research topic. There are several capstone topics for research for STEM students .

Below are some simple quantitative research topics for stem students.

  • How population impacts energy-saving strategies
  • The application of an Excel table processor capabilities for cost calculation
  •  A study of the essence of science as a sphere of human activity

Correlations research is research where the researcher measures two continuous variables. This is done with little or no attempt to control extraneous variables but to assess the relationship. Here are some sample research topics for STEM students to look into bearing in mind how to cite a thesis APA style for your project.

  • Can pancreatic gland transplantation cure diabetes?
  • A study of improved living conditions and obesity
  • An evaluation of the digital currency as a valid form of payment and its impact on banking and economy

There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students.

  • A study of protease inhibitor and how it operates
  • A study of how men’s exercise impacts DNA traits passed to children
  • A study of the future of commercial space flight

If you’re looking for a simple research topic, below are easy research topics for STEM students.

  • How can the problem of Space junk be solved?
  • Can meteorites change our view of the universe?
  • Can private space flight companies change the future of space exploration?

For your top 10 research topics for STEM students, here are interesting topics for STEM students to consider.

  • A comparative study of social media addiction and adverse depression
  • The human effect of the illegal use of formalin in milk and food preservation
  • An evaluation of the human impact on the biosphere and its results
  • A study of how fungus affects plant growth
  • A comparative study of antiviral drugs and vaccine
  • A study of the ways technology has improved medicine and life science
  • The effectiveness of Vitamin D among older adults for disease prevention
  • What is the possibility of life on other planets?
  • Effects of Hubble Space Telescope on the universe
  • A study of important trends in medicinal chemistry research

Below are possible research topics for STEM students about plants:

  • How do magnetic fields impact plant growth?
  • Do the different colors of light impact the rate of photosynthesis?
  • How can fertilizer extend plant life during a drought?

Below are some examples of quantitative research topics for STEM students in grade 11.

  • A study of how plants conduct electricity
  • How does water salinity affect plant growth?
  • A study of soil pH levels on plants

Here are some of the best qualitative research topics for STEM students in grade 12.

  • An evaluation of artificial gravity and how it impacts seed germination
  • An exploration of the steps taken to develop the Covid-19 vaccine
  • Personalized medicine and the wave of the future

Here are topics to consider for your STEM-related research topics for high school students.

  • A study of stem cell treatment
  • How can molecular biological research of rare genetic disorders help understand cancer?
  • How Covid-19 affects people with digestive problems

Below are some survey topics for qualitative research for stem students.

  • How does Covid-19 impact immune-compromised people?
  • Soil temperature and how it affects root growth
  • Burned soil and how it affects seed germination

Here are some descriptive research topics for STEM students in senior high.

  • The scientific information concept and its role in conducting scientific research
  • The role of mathematical statistics in scientific research
  • A study of the natural resources contained in oceans

Final Words About Research Topics For STEM Students

STEM topics cover areas in various scientific fields, mathematics, engineering, and technology. While it can be tasking, reducing the task starts with choosing a favorable topic. If you require external assistance in writing your STEM research, you can seek professional help from our experts.

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161+ Exciting Qualitative Research Topics For STEM Students

161+ Exciting Qualitative Research Topics For STEM Students

Are you doing Qualitative research? Looking for the best qualitative research topics for stem students? It is a most interesting and good field for research. Qualitative research allows STEM (Science, Technology, Engineering, and Mathematics) students to delve deeper into complex issues, explore human behavior, and understand the intricacies of the world around them.

In this article, we’ll provide you with an extensive list of 161+ qualitative research topics tailored to STEM students. We’ll also explore how to find and choose good qualitative research topics, and why these topics are particularly beneficial for students, including those in high school.

Also Like To Read: 171+ Brilliant Quantitative Research Topics For STEM Students

Table of Contents

What Are Qualitative Research Topics for STEM Students

Qualitative research topics for stem students are questions or issues that necessitate an in-depth exploration of people’s experiences, beliefs, and behaviors. STEM students can use this approach to investigate societal impacts, ethical dilemmas, and user experiences related to scientific advancements and innovations.

Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research delves into the ‘whys’ and ‘hows’ of a particular phenomenon.

How to Find and Choose Good Qualitative Research Topics

Selecting qualitative research topics for stem students is a crucial step in the research process. Here are some tips to help you find and choose a suitable topic:

How to Find and Choose Good Qualitative Research Topics

  • Passion and Interest: Start by considering your personal interests and passions. What topics within STEM excite you? Research becomes more engaging when you’re genuinely interested in the subject.
  • Relevance: Choose qualitative research topics for stem students. Look for gaps in the existing knowledge or unanswered questions.
  • Literature Review: Conduct a thorough literature review to identify the latest trends and areas where qualitative research is lacking. This can guide you in selecting a topic that contributes to the field.
  • Feasibility: Ensure that your chosen topic is feasible within the resources and time constraints available to you. Some research topics may require extensive resources and funding.
  • Ethical Considerations: Be aware of ethical concerns related to your qualitative research topics for stem students, especially when dealing with human subjects or sensitive issues.

Here are the most exciting and very interesting Qualitative Research Topics For STEM Students, high school students, nursing students, college students, etc.

Biology Qualitative Research Topics

  • Impact of Ecosystem Restoration on Biodiversity
  • Ethical Considerations in Human Gene Editing
  • Public Perceptions of Biotechnology in Agriculture
  • Coping Mechanisms and Stress Responses in Marine Biologists
  • Cultural Perspectives on Traditional Herbal Medicine
  • Community Attitudes Toward Wildlife Conservation Efforts
  • Ethical Issues in Animal Testing and Research
  • Indigenous Knowledge and Ethnobotany
  • Psychological Well-being of Conservation Biologists
  • Attitudes Toward Endangered Species Protection

Chemistry Qualitative Research Topics For STEM Students

  • Adoption of Green Chemistry Practices in the Pharmaceutical Industry
  • Public Perception of Chemical Safety in Household Products
  • Strategies for Improving Chemistry Education
  • Art Conservation and Chemical Analysis
  • Consumer Attitudes Toward Organic Chemistry in Everyday Life
  • Ethical Considerations in Chemical Waste Disposal
  • The Role of Chemistry in Sustainable Agriculture
  • Perceptions of Nanomaterials and Their Applications
  • Chemistry-Related Career Aspirations in High School Students
  • Cultural Beliefs and Traditional Chemical Practices

Physics Qualitative Research Topics

  • Gender Bias in Physics Education and Career Progression
  • Philosophical Implications of Quantum Mechanics
  • Public Understanding of Renewable Energy Technologies
  • Influence of Science Fiction on Scientific Research
  • Perceptions of Dark Matter and Dark Energy in the Universe
  • Student Experiences in High School Physics Classes
  • Physics Outreach Programs and Their Impact on Communities
  • Cultural Variations in the Perception of Time and Space
  • Role of Physics in Environmental Conservation
  • Public Engagement with Science Through Astronomy Events

Engineering Qualitative Research Topics For STEM Students

  • Ethics in Artificial Intelligence and Robotics
  • Human-Centered Design in Engineering
  • Innovation and Sustainability in Civil Engineering
  • Public Perception of Self-Driving Cars
  • Engineering Solutions for Climate Change Mitigation
  • Experiences of Women in Male-Dominated Engineering Fields
  • Role of Engineers in Disaster Response and Recovery
  • Ethical Considerations in Technology Patents
  • Perceptions of Engineering Education and Career Prospects
  • Students Views on the Role of Engineers in Society

Computer Science Qualitative Research Topics

  • Gender Diversity in Tech Companies
  • Ethical Implications of AI-Powered Decision-Making
  • User Experience and Interface Design
  • Cybersecurity Awareness and Behaviors
  • Digital Privacy Concerns and Practices
  • Social Media Use and Mental Health in College Students
  • Gaming Culture and its Impact on Social Interactions
  • Student Attitudes Toward Coding and Programming
  • Online Learning Platforms and Student Satisfaction
  • Perceptions of Artificial Intelligence in Everyday Life

Mathematics Qualitative Research Topics For STEM Students

  • Gender Stereotypes in Mathematics Education
  • Cultural Variations in Problem-Solving Approaches
  • Perception of Math in Everyday Life
  • Math Anxiety and Coping Mechanisms
  • Historical Development of Mathematical Concepts
  • Attitudes Toward Mathematics Among Elementary School Students
  • Role of Mathematics in Solving Real-World Problems
  • Homeschooling Approaches to Teaching Mathematics
  • Effectiveness of Math Tutoring Programs
  • Math-Related Stereotypes in Society

Environmental Science Qualitative Research Topics

  • Local Communities’ Responses to Climate Change
  • Public Understanding of Conservation Practices
  • Sustainable Agriculture and Farmer Perspectives
  • Environmental Education and Behavior Change
  • Indigenous Ecological Knowledge and Biodiversity Conservation
  • Conservation Awareness and Behavior of Tourists
  • Climate Change Perceptions Among Youth
  • Perceptions of Water Scarcity and Resource Management
  • Environmental Activism and Youth Engagement
  • Community Responses to Environmental Disasters

Geology and Earth Sciences Qualitative Research Topics For STEM Students

  • Geologists’ Risk Perception and Decision-Making
  • Volcano Hazard Preparedness in At-Risk Communities
  • Public Attitudes Toward Geological Hazards
  • Environmental Consequences of Extractive Industries
  • Perceptions of Geological Time and Deep Earth Processes
  • Use of Geospatial Technology in Environmental Research
  • Role of Geology in Disaster Preparedness and Response
  • Geological Factors Influencing Urban Planning
  • Community Engagement in Geoscience Education
  • Climate Change Communication and Public Understanding

Astronomy and Space Science Qualitative Research Topics

  • The Role of Science Communication in Astronomy Education
  • Perceptions of Space Exploration and Colonization
  • UFO and Extraterrestrial Life Beliefs
  • Public Understanding of Black Holes and Neutron Stars
  • Space Tourism and Future Space Travel
  • Impact of Space Science Outreach Programs on Student Interest
  • Cultural Beliefs and Rituals Related to Celestial Events
  • Space Science in Indigenous Knowledge Systems
  • Public Engagement with Astronomical Phenomena
  • Space Exploration in Science Fiction and Popular Culture

Medicine and Health Sciences Qualitative Research Topics

  • Patient-Physician Communication and Trust
  • Ethical Considerations in Human Cloning and Genetic Modification
  • Public Attitudes Toward Vaccination
  • Coping Strategies for Healthcare Workers in Pandemics
  • Cultural Beliefs and Health Practices
  • Health Disparities Among Underserved Communities
  • Medical Decision-Making and Informed Consent
  • Mental Health Stigma and Help-Seeking Behavior
  • Wellness Practices and Health-Related Beliefs
  • Perceptions of Alternative and Complementary Medicine

Psychology Qualitative Research Topics

  • Perceptions of Body Image in Different Cultures
  • Workplace Stress and Coping Mechanisms
  • LGBTQ+ Youth Experiences and Well-Being
  • Cross-Cultural Differences in Parenting Styles and Outcomes
  • Perceptions of Psychotherapy and Counseling
  • Attitudes Toward Medication for Mental Health Conditions
  • Psychological Well-being of Older Adults
  • Role of Cultural and Social Factors in Psychological Well-being
  • Technology Use and Its Impact on Mental Health

Social Sciences Qualitative Research Topics

  • Political Polarization and Online Echo Chambers
  • Immigration and Acculturation Experiences
  • Educational Inequality and School Policy
  • Youth Engagement in Environmental Activism
  • Identity and Social Media in the Digital Age
  • Social Media and Its Influence on Political Beliefs
  • Family Dynamics and Conflict Resolution
  • Social Support and Coping Strategies in College Students
  • Perceptions of Cyberbullying Among Adolescents
  • Impact of Social Movements on Societal Change

Interesting Sociology Qualitative Research Topics For STEM Students

  • Perceptions of Racial Inequality and Discrimination
  • Aging and Quality of Life in Elderly Populations
  • Gender Roles and Expectations in Relationships
  • Online Communities and Social Support
  • Cultural Practices and Beliefs Related to Marriage
  • Family Dynamics and Coping Mechanisms
  • Perceptions of Community Safety and Policing
  • Attitudes Toward Social Welfare Programs
  • Influence of Media on Perceptions of Social Issues
  • Youth Perspectives on Education and Career Aspirations

Anthropology Qualitative Research Topics

  • Traditional Knowledge and Biodiversity Conservation
  • Cultural Variation in Parenting Practices
  • Indigenous Language Revitalization Efforts
  • Social Impacts of Tourism on Indigenous Communities
  • Rituals and Ceremonies in Different Cultural Contexts
  • Food and Identity in Cultural Practices
  • Traditional Healing and Healthcare Practices
  • Indigenous Rights and Land Conservation
  • Ethnographic Studies of Marginalized Communities
  • Cultural Practices Surrounding Death and Mourning

Economics and Business Qualitative Research Topics

  • Small Business Resilience in Times of Crisis
  • Workplace Diversity and Inclusion
  • Corporate Social Responsibility Perceptions
  • International Trade and Cultural Perceptions
  • Consumer Behavior and Decision-Making in E-Commerce
  • Business Ethics and Ethical Decision-Making
  • Innovation and Entrepreneurship in Startups
  • Perceptions of Economic Inequality and Wealth Distribution
  • Impact of Economic Policies on Communities
  • Role of Economic Education in Financial Literacy

Good Education Qualitative Research Topics For STEM Students

  • Homeschooling Experiences and Outcomes
  • Teacher Burnout and Coping Strategies
  • Inclusive Education and Special Needs Integration
  • Student Perspectives on Online Learning
  • High-Stakes Testing and Its Impact on Students
  • Multilingual Education and Bilingualism
  • Perceptions of Educational Technology in Classrooms
  • School Climate and Student Well-being
  • Teacher-Student Relationships and Their Effects on Learning
  • Cultural Diversity in Education and Inclusion

Environmental Engineering Qualitative Research Topics

  • Sustainable Transportation and Community Preferences
  • Ethical Considerations in Waste Reduction and Recycling
  • Public Attitudes Toward Renewable Energy Projects
  • Environmental Impact Assessment and Community Engagement
  • Sustainable Urban Planning and Neighborhood Perceptions
  • Water Quality and Conservation Practices in Residential Areas
  • Green Building Practices and User Experiences
  • Community Resilience in the Face of Climate Change
  • Role of Environmental Engineers in Disaster Preparedness

Why Qualitative Research Topics Are Good for STEM Students

  • Deeper Understanding: Qualitative research encourages STEM students to explore complex issues from a human perspective. This deepens their understanding of the broader impact of scientific discoveries and technological advancements.
  • Critical Thinking: Qualitative research fosters critical thinking skills by requiring students to analyze and interpret data, consider diverse viewpoints, and draw nuanced conclusions.
  • Real-World Relevance: Many qualitative research topics have real-world applications. Students can address problems, inform policy, and contribute to society by investigating issues that matter.
  • Interdisciplinary Learning: Qualitative research often transcends traditional STEM boundaries, allowing students to draw on insights from psychology, sociology, anthropology, and other fields.
  • Preparation for Future Careers: Qualitative research skills are valuable in various STEM careers, as they enable students to communicate complex ideas and understand the human and social aspects of their work.

Qualitative Research Topics for High School STEM Students

High school STEM students can benefit from qualitative research by honing their critical thinking and problem-solving skills. Here are some qualitative research topics suitable for high school students:

  • Perceptions of STEM Education: Investigate students’ and teachers’ perceptions of STEM education and its effectiveness.
  • Environmental Awareness: Examine the factors influencing high school students’ environmental awareness and eco-friendly behaviors.
  • Digital Learning in the Classroom: Explore the impact of technology on learning experiences and student engagement.
  • STEM Gender Gap: Analyze the reasons behind the gender gap in STEM fields and potential strategies for closing it.
  • Science Communication: Study how high school students perceive and engage with popular science communication channels, like YouTube and podcasts.
  • Impact of Extracurricular STEM Activities: Investigate how participation in STEM clubs and competitions influences students’ interest and performance in science and technology.

In essence, these are the best qualitative research topics for STEM students in the Philippines and are usable for other countries students too. Qualitative research topics offer STEM students a unique opportunity to explore the multifaceted aspects of their fields, develop essential skills, and contribute to meaningful discoveries. With the right topic selection, a strong research design, and ethical considerations, STEM students can easily get the best knowledge on exciting qualitative research that benefits both their career growth. So, choose a topic that resonates with your interests and get best job in your interest field.

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Best 151+ Quantitative Research Topics for STEM Students

Quantitative Research Topics for STEM Students

In today’s rapidly evolving world, STEM (Science, Technology, Engineering, and Mathematics) fields have gained immense significance. For STEM students, engaging in quantitative research is a pivotal aspect of their academic journey. Quantitative research involves the systematic collection and interpretation of numerical data to address research questions or test hypotheses. Choosing the right research topic is essential to ensure a successful and meaningful research endeavor. 

In this blog, we will explore 151+ quantitative research topics for STEM students. Whether you are an aspiring scientist, engineer, or mathematician, this comprehensive list will inspire your research journey. But we understand that the journey through STEM education and research can be challenging at times. That’s why we’re here to support you every step of the way with our Engineering Assignment Help service. 

What is Quantitative Research in STEM?

Table of Contents

Quantitative research is a scientific approach that relies on numerical data and statistical analysis to draw conclusions and make predictions. In STEM fields, quantitative research encompasses a wide range of methodologies, including experiments, surveys, and data analysis. The key characteristics of quantitative research in STEM include:

  • Data Collection: Systematic gathering of numerical data through experiments, observations, or surveys.
  • Statistical Analysis: Application of statistical techniques to analyze data and draw meaningful conclusions.
  • Hypothesis Testing: Testing hypotheses and theories using quantitative data.
  • Replicability: The ability to replicate experiments and obtain consistent results.
  • Generalizability: Drawing conclusions that can be applied to larger populations or phenomena.

Importance of Quantitative Research Topics for STEM Students

Quantitative research plays a pivotal role in STEM education and research for several reasons:

1. Empirical Evidence

It provides empirical evidence to support or refute scientific theories and hypotheses.

2. Data-Driven Decision-Making

STEM professionals use quantitative research to make informed decisions, from designing experiments to developing new technologies.

3. Innovation

It fuels innovation by providing data-driven insights that lead to the creation of new products, processes, and technologies.

4. Problem Solving

STEM students learn critical problem-solving skills through quantitative research, which are invaluable in their future careers.

5. Interdisciplinary Applications 

Quantitative research transcends STEM disciplines, facilitating collaboration and the tackling of complex, real-world problems.

Also Read: Google Scholar Research Topics

Quantitative Research Topics for STEM Students

Now, let’s explore important quantitative research topics for STEM students:

Biology and Life Sciences

Here are some quantitative research topics in biology and life science:

1. The impact of climate change on biodiversity.

2. Analyzing the genetic basis of disease susceptibility.

3. Studying the effectiveness of vaccines in preventing infectious diseases.

4. Investigating the ecological consequences of invasive species.

5. Examining the role of genetics in aging.

6. Analyzing the effects of pollution on aquatic ecosystems.

7. Studying the evolution of antibiotic resistance.

8. Investigating the relationship between diet and lifespan.

9. Analyzing the impact of deforestation on wildlife.

10. Studying the genetics of cancer development.

11. Investigating the effectiveness of various plant fertilizers.

12. Analyzing the impact of microplastics on marine life.

13. Studying the genetics of human behavior.

14. Investigating the effects of pollution on plant growth.

15. Analyzing the microbiome’s role in human health.

16. Studying the impact of climate change on crop yields.

17. Investigating the genetics of rare diseases.

Let’s get started with some quantitative research topics for stem students in chemistry:

1. Studying the properties of superconductors at different temperatures.

2. Analyzing the efficiency of various catalysts in chemical reactions.

3. Investigating the synthesis of novel polymers with unique properties.

4. Studying the kinetics of chemical reactions.

5. Analyzing the environmental impact of chemical waste disposal.

6. Investigating the properties of nanomaterials for drug delivery.

7. Studying the behavior of nanoparticles in different solvents.

8. Analyzing the use of renewable energy sources in chemical processes.

9. Investigating the chemistry of atmospheric pollutants.

10. Studying the properties of graphene for electronic applications.

11. Analyzing the use of enzymes in industrial processes.

12. Investigating the chemistry of alternative fuels.

13. Studying the synthesis of pharmaceutical compounds.

14. Analyzing the properties of materials for battery technology.

15. Investigating the chemistry of natural products for drug discovery.

16. Analyzing the effects of chemical additives on food preservation.

17. Investigating the chemistry of carbon capture and utilization technologies.

Here are some quantitative research topics in physics for stem students:

1. Investigating the behavior of subatomic particles in high-energy collisions.

2. Analyzing the properties of dark matter and dark energy.

3. Studying the quantum properties of entangled particles.

4. Investigating the dynamics of black holes and their gravitational effects.

5. Analyzing the behavior of light in different mediums.

6. Studying the properties of superfluids at low temperatures.

7. Investigating the physics of renewable energy sources like solar cells.

8. Analyzing the properties of materials at extreme temperatures and pressures.

9. Studying the behavior of electromagnetic waves in various applications.

10. Investigating the physics of quantum computing.

11. Analyzing the properties of magnetic materials for data storage.

12. Studying the behavior of particles in plasma for fusion energy research.

13. Investigating the physics of nanoscale materials and devices.

14. Analyzing the properties of materials for use in semiconductors.

15. Studying the principles of thermodynamics in energy efficiency.

16. Investigating the physics of gravitational waves.

17. Analyzing the properties of materials for use in quantum technologies.

Engineering

Let’s explore some quantitative research topics for stem students in engineering: 

1. Investigating the efficiency of renewable energy systems in urban environments.

2. Analyzing the impact of 3D printing on manufacturing processes.

3. Studying the structural integrity of materials in aerospace engineering.

4. Investigating the use of artificial intelligence in autonomous vehicles.

5. Analyzing the efficiency of water treatment processes in civil engineering.

6. Studying the impact of robotics in healthcare.

7. Investigating the optimization of supply chain logistics using quantitative methods.

8. Analyzing the energy efficiency of smart buildings.

9. Studying the effects of vibration on structural engineering.

10. Investigating the use of drones in agricultural practices.

11. Analyzing the impact of machine learning in predictive maintenance.

12. Studying the optimization of transportation networks.

13. Investigating the use of nanomaterials in electronic devices.

14. Analyzing the efficiency of renewable energy storage systems.

15. Studying the impact of AI-driven design in architecture.

16. Investigating the optimization of manufacturing processes using Industry 4.0 technologies.

17. Analyzing the use of robotics in underwater exploration.

Environmental Science

Here are some top quantitative research topics in environmental science for students:

1. Investigating the effects of air pollution on respiratory health.

2. Analyzing the impact of deforestation on climate change.

3. Studying the biodiversity of coral reefs and their conservation.

4. Investigating the use of remote sensing in monitoring deforestation.

5. Analyzing the effects of plastic pollution on marine ecosystems.

6. Studying the impact of climate change on glacier retreat.

7. Investigating the use of wetlands for water quality improvement.

8. Analyzing the effects of urbanization on local microclimates.

9. Studying the impact of oil spills on aquatic ecosystems.

10. Investigating the use of renewable energy in mitigating greenhouse gas emissions.

11. Analyzing the effects of soil erosion on agricultural productivity.

12. Studying the impact of invasive species on native ecosystems.

13. Investigating the use of bioremediation for soil cleanup.

14. Analyzing the effects of climate change on migratory bird patterns.

15. Studying the impact of land use changes on water resources.

16. Investigating the use of green infrastructure for urban stormwater management.

17. Analyzing the effects of noise pollution on wildlife behavior.

Computer Science

Let’s get started with some simple quantitative research topics for stem students:

1. Investigating the efficiency of machine learning algorithms for image recognition.

2. Analyzing the security of blockchain technology in financial transactions.

3. Studying the impact of quantum computing on cryptography.

4. Investigating the use of natural language processing in chatbots and virtual assistants.

5. Analyzing the effectiveness of cybersecurity measures in protecting sensitive data.

6. Studying the impact of algorithmic trading in financial markets.

7. Investigating the use of deep learning in autonomous robotics.

8. Analyzing the efficiency of data compression algorithms for large datasets.

9. Studying the impact of virtual reality in medical simulations.

10. Investigating the use of artificial intelligence in personalized medicine.

11. Analyzing the effectiveness of recommendation systems in e-commerce.

12. Studying the impact of cloud computing on data storage and processing.

13. Investigating the use of neural networks in predicting disease outbreaks.

14. Analyzing the efficiency of data mining techniques in customer behavior analysis.

15. Studying the impact of social media algorithms on user behavior.

16. Investigating the use of machine learning in natural language translation.

17. Analyzing the effectiveness of sentiment analysis in social media monitoring.

Mathematics

Let’s explore the quantitative research topics in mathematics for students:

1. Investigating the properties of prime numbers and their distribution.

2. Analyzing the behavior of chaotic systems using differential equations.

3. Studying the optimization of algorithms for solving complex mathematical problems.

4. Investigating the use of graph theory in network analysis.

5. Analyzing the properties of fractals in natural phenomena.

6. Studying the application of probability theory in risk assessment.

7. Investigating the use of numerical methods in solving partial differential equations.

8. Analyzing the properties of mathematical models for population dynamics.

9. Studying the optimization of algorithms for data compression.

10. Investigating the use of topology in data analysis.

11. Analyzing the behavior of mathematical models in financial markets.

12. Studying the application of game theory in strategic decision-making.

13. Investigating the use of mathematical modeling in epidemiology.

14. Analyzing the properties of algebraic structures in coding theory.

15. Studying the optimization of algorithms for image processing.

16. Investigating the use of number theory in cryptography.

17. Analyzing the behavior of mathematical models in climate prediction.

Earth Sciences

Here are some quantitative research topics for stem students in earth science:

1. Investigating the impact of volcanic eruptions on climate patterns.

2. Analyzing the behavior of earthquakes along tectonic plate boundaries.

3. Studying the geomorphology of river systems and erosion.

4. Investigating the use of remote sensing in monitoring wildfires.

5. Analyzing the effects of glacier melt on sea-level rise.

6. Studying the impact of ocean currents on weather patterns.

7. Investigating the use of geothermal energy in renewable power generation.

8. Analyzing the behavior of tsunamis and their destructive potential.

9. Studying the impact of soil erosion on agricultural productivity.

10. Investigating the use of geological data in mineral resource exploration.

11. Analyzing the effects of climate change on coastal erosion.

12. Studying the geomagnetic field and its role in navigation.

13. Investigating the use of radar technology in weather forecasting.

14. Analyzing the behavior of landslides and their triggers.

15. Studying the impact of groundwater depletion on aquifer systems.

16. Investigating the use of GIS (Geographic Information Systems) in land-use planning.

17. Analyzing the effects of urbanization on heat island formation.

Health Sciences and Medicine

Here are some quantitative research topics for stem students in health science and medicine:

1. Investigating the effectiveness of telemedicine in improving healthcare access.

2. Analyzing the impact of personalized medicine in cancer treatment.

3. Studying the epidemiology of infectious diseases and their spread.

4. Investigating the use of wearable devices in monitoring patient health.

5. Analyzing the effects of nutrition and exercise on metabolic health.

6. Studying the impact of genetics in predicting disease susceptibility.

7. Investigating the use of artificial intelligence in medical diagnosis.

8. Analyzing the behavior of pharmaceutical drugs in clinical trials.

9. Studying the effectiveness of mental health interventions in schools.

10. Investigating the use of gene editing technologies in treating genetic disorders.

11. Analyzing the properties of medical imaging techniques for early disease detection.

12. Studying the impact of vaccination campaigns on public health.

13. Investigating the use of regenerative medicine in tissue repair.

14. Analyzing the behavior of pathogens in antimicrobial resistance.

15. Studying the epidemiology of chronic diseases like diabetes and heart disease.

16. Investigating the use of bioinformatics in genomics research.

17. Analyzing the effects of environmental factors on health outcomes.

Quantitative research is the backbone of STEM fields, providing the tools and methodologies needed to explore, understand, and innovate in the world of science and technology . As STEM students, embracing quantitative research not only enhances your analytical skills but also equips you to address complex real-world challenges. With the extensive list of 155+ quantitative research topics for stem students provided in this blog, you have a starting point for your own STEM research journey. Whether you’re interested in biology, chemistry, physics, engineering, or any other STEM discipline, there’s a wealth of quantitative research topics waiting to be explored. So, roll up your sleeves, grab your lab coat or laptop, and embark on your quest for knowledge and discovery in the exciting world of STEM.

I hope you enjoyed this blog post about quantitative research topics for stem students.

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Trends and Hot Topics of STEM and STEM Education: a Co-word Analysis of Literature Published in 2011–2020

  • Published: 23 February 2023

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  • Ying-Shao Hsu   ORCID: orcid.org/0000-0002-1635-8213 1 , 2 ,
  • Kai-Yu Tang   ORCID: orcid.org/0000-0002-3965-3055 3 &
  • Tzu-Chiang Lin   ORCID: orcid.org/0000-0003-3842-3749 4 , 5  

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This study explored research trends in science, technology, engineering, and mathematics (STEM) education. Descriptive analysis and co-word analysis were used to examine articles published in Social Science Citation Index journals from 2011 to 2020. From a search of the Web of Science database, a total of 761 articles were selected as target samples for analysis. A growing number of STEM-related publications were published after 2016. The most frequently used keywords in these sample papers were also identified. Further analysis identified the leading journals and most represented countries among the target articles. A series of co-word analyses were conducted to reveal word co-occurrence according to the title, keywords, and abstract. Gender moderated engagement in STEM learning and career selection. Higher education was critical in training a STEM workforce to satisfy societal requirements for STEM roles. Our findings indicated that the attention of STEM education researchers has shifted to the professional development of teachers. Discussions and potential research directions in the field are included.

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topic research for stem students

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The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Hsu, YS., Tang, KY. & Lin, TC. Trends and Hot Topics of STEM and STEM Education: a Co-word Analysis of Literature Published in 2011–2020. Sci & Educ (2023). https://doi.org/10.1007/s11191-023-00419-6

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Research and trends in STEM education: a systematic analysis of publicly funded projects

  • Yeping Li 1 ,
  • Ke Wang 2 ,
  • Yu Xiao 1 ,
  • Jeffrey E. Froyd 3 &
  • Sandra B. Nite 1  

International Journal of STEM Education volume  7 , Article number:  17 ( 2020 ) Cite this article

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Taking publicly funded projects in STEM education as a special lens, we aimed to learn about research and trends in STEM education. We identified a total of 127 projects funded by the Institute of Education Sciences (IES) of the US Department of Education from 2003 to 2019. Both the number of funded projects in STEM education and their funding amounts were high, although there were considerable fluctuations over the years. The number of projects with multiple principal investigators increased over time. The project duration was typically in the range of 3–4 years, and the goals of these projects were mostly categorized as “development and innovation” or “efficacy and replication.” The majority of the 127 projects focused on individual STEM disciplines, especially mathematics. The findings, based on IES-funded projects, provided a glimpse of the research input and trends in STEM education in the USA, with possible implications for developing STEM education research in other education systems around the world.

Introduction

The rapid development of science, technology, engineering, and mathematics (STEM) education and research since the beginning of this century has benefited from strong, ongoing support from many different entities, including government agencies, professional organizations, industries, and education institutions (Li, 2014 ). Typically, studies that summarized the status of research in STEM education have used publications as the unit of their analyses (e.g., Li et al., 2019 ; Li et al., 2020 ; Margot & Kettler, 2019 ; Minichiello et al., 2018 ; Otten, Van den Heuvel-Panhuizen, & Veldhuis, 2019 ; Schreffler et al., 2019 ). Another approach, which has been used less frequently, is to study research funding. Although not all research publications were generated from funded projects and not all funded projects have been equally productive, as measured by publications, research funding and publications present two different, but related perspectives on the state of research in STEM education. Our review focuses on research funding.

Types of funding support to education research

There are different types of sources and mechanisms in place to allocate, administer, distribute, and manage funding support to education. In general, there are two sources of funding: public and private.

Public funding sources are commonly government agencies that support education program development and training, project evaluation, and research. For example, multiple state and federal agencies in the USA provide and manage funding support to education research, programs and training, including the US Department of Education (ED), the National Science Foundation (NSF), and the National Endowment for the Humanities—Division of Education Programs. Researchers seeking support from public funding sources often submit proposals that are vetted through a well-structured peer-review process. The process is competitive, and the decision to fund a project validates both its importance and alignment with the funding agency’s development agenda. Changes in the agencies’ agendas and funding priorities can reflect governmental intentions and priorities for education and research.

Private funding sources have played a very important role in supporting education programs and research with a long history. Some private funding sources in the USA can be sizeable, such as the Bill & Melinda Gates Foundation ( https://www.gatesfoundation.org ), while many also have specific foci, such as the Howard Hughes Medical Institute ( https://www.hhmi.org ) that is dedicated to advancing science through research and science education. At the same time, private funding sources often have their own development agendas, flexibility in deciding funding priorities, and specific mechanisms in making funding decisions, including how funds can be used, distributed, and managed. Indeed, private funding sources differ from public funding sources in many ways. Given many special features associated with private funding sources, including the lack of transparency, we chose to examine projects that were supported by public funding sources in this review.

Approaches to examining public research funding support

One approach to studying public research funding support to STEM education would be to examine requests-for-proposals (RFPs) issued by different government agencies. However, those RFPs tend to provide guidelines, which are not sufficiently concrete to learn about specific research that is funded. In contrast, reviewing those projects selected for funding can provide more detailed information on research activity. Figure 1 shows a flowchart of research activity and distinguishes how funded projects and publications might provide different perspectives on research. In this review, we focus on the bolded portion of the flowchart, i.e., projects funded to promote STEM education.

figure 1

A general flowchart of RFPs to publications

Current review

Why focus on research funding in the usa.

Recent reviews of journal publications in STEM education have consistently revealed that scholars in the USA played a leading role in producing and promoting scholarship in STEM education, with about 75% of authorship credits for all publications in STEM education either in the International Journal of STEM Education alone from 2014 to 2018 (Li et al., 2019 ) or in 36 selected journals published from 2000 to 2018 (Li et al., 2020 ). The strong scholarship development in the USA is likely due to a research environment that is well supported and conducive to high research output. Studying public funding support for STEM education research in the USA will provide information on trends and patterns, which will be valuable both in the USA and in other countries.

The context of policy and public funding support to STEM education in the USA

The tremendous development of STEM education in the USA over the past decades has benefited greatly from both national policies and strong funding support from the US governmental agencies as well as private funding sources. Federal funding for research and development in science, mathematics, technology, and engineering-related education in the USA was restarted in the late 1980s, in the latter years of the Reagan administration, which had earlier halted funding. In recent years, the federal government has strongly supported STEM education research and development. For example, the Obama administration in the USA (The White House, 2009 ) launched the “Educate to Innovate” campaign in November 2009 for excellence in STEM education as a national priority, with over 260 million USD in financial and in-kind support commitment. The Trump administration has continued to emphasize STEM education. For example, President Trump signed a memorandum in 2017 to direct ED to spend 200 million USD per year on competitive grants promoting STEM (The White House, 2017 ). In response, ED awarded 279 million USD in STEM discretionary grants in Fiscal Year 2018 (US Department of Education, 2018 ). The Trump administration took a step further to release a report in December 2018 detailing its five-year strategic plan of boosting STEM education in the USA (The White House, 2018 ). The strategic plan envisions that “All Americans will have lifelong access to high-quality STEM education and the USA will be the global leader in STEM literacy, innovation, and employment.” (Committee on STEM Education, 2018 , p. 1). Consistently, current Secretory of Education DeVos in the Trump administration has taken STEM as a centerpiece of her comprehensive education agenda (see https://www.ed.gov/stem ). The consistency in national policies and public funding support shows that STEM education continues to be a strategic priority in the USA.

Among many federal agencies that funded STEM education programs, the ED and NSF have functioned as two primary agencies. For ED, the Institute of Education Sciences (Institute of Education Sciences (IES), n.d. , see https://ies.ed.gov/aboutus/ ) was created by the Education Sciences Reform Act of 2002 as its statistics, research, and evaluation arm. ED’s support to STEM education research has been mainly administered and managed by IES since 2003. In contrast to the focus of ED on education, NSF (see https://www.nsf.gov/about/ ) was created by Congress in 1950 to support basic research in many fields such as mathematics, computer sciences, and social sciences. Education and Human Resources is one of its seven directorates that provides important funding support to STEM education programs and research. In addition to these two federal agencies, some other federal agencies also provide funding support to STEM education programs and research from time to time.

Any study of public funding support to STEM education research in the USA would need to limit its scope, given the complexity of various public funding sources available in the system, the ambiguity associated with the meaning of STEM education across different federal agencies (Li et al., 2020 ), and the number of programs that have funded STEM education research over the years. For the purpose of this review, we have chosen to focus on the projects in STEM education funded by IES.

Research questions

Given the preceding research approach decision to focus on research projects funded by IES, we generated the following questions:

What were the number of projects, total project funding, and the average funding per project from 2003 to 2019 in STEM education research?

What were the trends of having single versus multiple principal investigator(s) in STEM education?

What were the types of awardees of the projects?

What were the participant populations in the projects?

What were the types of projects in terms of goals for program development and research in STEM education?

What were the disciplinary foci of the projects?

What research methods did projects tend to use in conducting STEM education research?

Based on the above discussion to focus on funding support from IES, we first specified the time period, and then searched the IES website to identify STEM education research projects funded by IES within the specified time period.

Time period

As discussed above, IES was established in 2002 and it did not start to administer and manage research funding support for ED until 2003. Therefore, we considered IES funded projects from 2003 to the end of 2019.

Searching and identifying IES funded projects in STEM education

Given the diverse perspectives about STEM education across different agencies and researchers (Li et al., 2020 ), we did not discuss and define the meaning of STEM education. Instead, we used the process described in the following paragraph to identify STEM education research projects funded by IES.

On the publicly accessible IES website ( https://ies.ed.gov ), one menu item is “FUNDING OPPORTUNITIES”, and there is a list of choices within this menu item. One choice is “SEARCH FUNDED RESEARCH GRANTS AND CONTRACTS.” On this web search page, we can choose “Program” under “ADDITIONAL SEARCH OPTIONS.” There are two program categories related to STEM under the option of “Program.” One is “Science, Technology, Engineering, and Mathematics (STEM) Education” under one large category of “Education Research” and the other is “Science, Technology, Engineering, and Mathematics” under another large category of “Special Education Research.” We searched for funded projects under these two program categories, and the process returned 98 funded projects in “Science, Technology, Engineering, and Mathematics (STEM) Education” under “Education Research” and 29 funded projects in “Science, Technology, Engineering, and Mathematics” under “Special Education Research,” for a total of 127 funded projects in these two programs designated for STEM education by IES Footnote 1 .

Data analysis

To address questions 1, 2, 3, and 4, we collected the following information about these projects identified using above procedure: amount of funding, years of duration, information about the PI, types of awardees that received and administered the funding (i.e., university versus those non-university including non-profit organization such as WestEd, Educational Testing Service), and projects’ foci on school level and participants. When a project’s coverage went beyond one category, the project was then coded in terms of its actual number of categories being covered. For example, we used the five categories to classify project’s participants: Pre–K, grades 1–4, grades 5–8, grades 9–12, and adult. If a funded project involved participants from Pre-school to grade 8, then we coded the project as having participants in three categories: Pre-K, grades 1–4, and grades 5–8.

To address question 5, we analyzed projects based on goal classifications from IES. IES followed the classification of research types that was produced through a joint effort between IES and NSF in 2013 (Institute of Education Sciences (IES) and National Science Foundation (NSF), 2013 ). The effort specified six types of research that provide guidance on the goals and level of funding support: foundational research, early-stage or exploratory research, design and development research, efficacy research, effectiveness research, and scale-up research. Related to these types, IES classified goals for funded projects: development and innovation, efficacy and replication, exploration, measurement, and scale-up evaluation, as described on the IES website.

To address question 6, we coded the disciplinary focus using the following five categories: mathematics, science, technology, engineering, and integrated (meaning an integration of any two or more of STEM disciplines). In some cases, we coded a project with multiple disciplinary foci into more than one category. The following are two project examples and how we coded them in terms of disciplinary foci:

The project of “A Randomized Controlled Study of the Effects of Intelligent Online Chemistry Tutors in Urban California School Districts” (2008, https://ies.ed.gov/funding/grantsearch/details.asp?ID=601 ) was to test the efficacy of the Quantum Chemistry Tutors, a suite of computer-based cognitive tutors that are designed to give individual tutoring to high school students on 12 chemistry topics. Therefore, we coded this project as having three categories of disciplinary foci: science because it was chemistry, technology because it applied instructional technology, and integrated because it integrated two or more of STEM disciplines.

The project of “Applications of Intelligent Tutoring Systems (ITS) to Improve the Skill Levels of Students with Deficiencies in Mathematics” (2009, https://ies.ed.gov/funding/grantsearch/details.asp?ID=827 ) was coded as having three categories of disciplinary foci: mathematics, technology because it used intelligent tutoring systems, and integrated because it integrated two or more of STEM disciplines.

To address question 7, all 127 projects were coded using a classification category system developed and used in a previous study (Wang et al., 2019 ). Specifically, each funded project was coded in terms of research type (experimental, interventional, longitudinal, single case, correlational) Footnote 2 , data collection method (interview, survey, observation, researcher designed tests, standardized tests, computer data Footnote 3 ), and data analysis method (descriptive statistics, ANOVA*, general regression, HLM, IRT, SEM, others) Footnote 4 . Based on a project description, specific method(s) were identified and coded following a procedure similar to what we used in a previous study (Wang et al., 2019 ). Two researchers coded each project’s description, and the agreement between them for all 127 projects was 88.2%. When method and disciplinary focus-coding discrepancies occurred, a final decision was reached after discussion.

Results and discussion

In the following sections, we report findings as corresponding to each of the seven research questions.

Question 1: the number of projects, total funding, and the average funding per project from 2003 to 2019

Figure 2 shows the distribution of funded projects over the years in each of the two program categories, “Education Research” and “Special Education Research,” as well as combined (i.e., “STEM” for projects funded under “Education Research,” “Special STEM” for projects funded under “Special Education Research,” and “Combined” for projects funded under both “Education Research” and “Special Education Research”). As Fig. 2 shows, the number of projects increased each year up to 2007, with STEM education projects started in 2003 under “Education Research” and in 2006 under “Special Education Research.” The number of projects in STEM under “Special Education Research” was generally less than those funded under the program category of “Education Research,” especially before 2011. There are noticeable decreases in combined project counts from 2009 to 2011 and from 2012 to 2014, before the number count increased again in 2015. We did not find a consistent pattern across the years from 2003 to 2019.

figure 2

The distribution of STEM education projects over the years. (Note: STEM refers to projects funded under “Education Research,” Special STEM refers to projects funded under “Special Education Research,” and “Combined” refers to projects funded under both “Education Research” and “Special Education Research.” The same annotations are used in the rest of the figures.)

A similar trend can be observed in the total funding amount for STEM education research (see Fig. 3 ). The figure shows noticeably big year-to-year swings from 2003 to 2019, with the highest funding amount of more than 33 million USD in 2007 and the lowest amount of 2,698,900 USD in 2013 from these two program categories. Although it is possible that insufficient high-quality grant proposals were available in one particular year to receive funding, the funded amount and the number of projects (Fig. 2 ) provide insights about funding trends over the time period of the review.

figure 3

Annual funding totals

As there are diverse perspectives and foci about STEM education, we also wondered if STEM education research projects might be funded by IES but in program options other than those designated options of “Science, Technology, Engineering, and Mathematics (STEM) Education.” We found a total of 54 funded projects from 2007 to 2019, using the acronym “STEM” as a search term under the option of “SEARCH FUNDED RESEARCH GRANTS AND CONTRACTS” without any program category restriction. Only 2 (3.7%) out of these 54 projects were in the IES designated program options of STEM education in the category of “Education Research.” Further information about these 54 projects and related discussion can be found as additional notes at the end of this review.

Results from two different approaches to searching for IES-funded projects will likely raise questions about what kinds of projects were funded in the designated program option of “Science, Technology, Engineering, and Mathematics (STEM) Education,” if only two funded projects under this option contained the acronym “STEM” in a project’s title and/or description. We shall provide further information in the following sub-sections, especially when answering question 6 related to projects’ disciplinary focus.

Figure 4 illustrates the trend of average funding amount per project each year in STEM education research from 2003 to 2019. The average funding per project varied considerably in the program category “Special Education Research,” and no STEM projects were funded in 2014 and 2017 in this category. In contrast, average funding per project was generally within the range of 1,132,738 USD in 2019 to 3,475,975 USD in 2014 for the projects in the category of “Education Research” and also for project funding in the combined category.

figure 4

The trend of average funding amount per project funded each year in STEM education research

Figure 5 shows the number of projects in different funding amount categories (i.e., less than 1 million USD, 1–2 million USD, 2–3 million USD, 3 million USD or more). The majority of the 127 projects obtained funding of 1–2 million USD (77 projects, 60.6%), with 60 out of 98 projects (61.2%) under “Education Research” program and 17 out of 29 projects (58.6%) in the program category “Special Education Research.” The category with second most projects is funding of 3 million USD or more (21 projects, 16.5%), with 15 projects (15.3% of 98 projects) under “Education Research” and 6 projects (20.7% of 29 projects) under “Special Education Research.”

figure 5

The number of projects in terms of total funding amount categories

Figure 6 shows the average amount of funding per project funded across these different funding amount and program categories. In general, the projects funded under “Education Research” tended to have a higher average amount than those funded under “Special Education Research,” except for those projects in the total funding amount category of “less than 1 million USD.” Considering all 127 funded projects, the average amount of funding was 1,960,826.3 USD per project.

figure 6

The average amount of funding per project across different total funding amount and program categories

Figure 7 shows that the vast majority of these 127 projects were 3- or 4-year projects. In particular, 59 (46.5%) projects were funded as 4-year projects, with 46 projects (46.9%) under “Education Research” and 13 projects (44.8%) under “Special Education Research.” This category is followed closely by 3-year projects (54 projects, 42.5%), with 41 projects (41.8%) under “Education Research” and 13 projects (44.8%) under “Special Education Research.”

figure 7

The number of projects in terms of years of project duration. (Note, 2: 2-year projects; 3: 3-year projects; 4: 4-year projects; 5: 5-year projects)

Question 2: trends of single versus multiple principal investigator(s) in STEM education

Figure 8 shows the distribution of projects over the years grouped by a single PI or multiple PIs where the program categories of “Education Research” and “Special Education Research” have been combined. The majority of projects before 2009 had a single PI, and the trend has been to have multiple PIs for STEM education research projects since 2009. The trend illustrates the increased emphases on collaboration in STEM education research, which is consistent with what we learned from a recent study of journal publications in STEM education (Li et al., 2020 ).

figure 8

The distribution of projects with single versus multiple PIs over the years (combined)

Separating projects by program categories, Fig. 9 shows projects funded in the program category “Education Research.” The trends of single versus multiple PIs in Fig. 9 are similar to the trends shown in Fig. 8 for the combined programs. In addition, almost all projects in STEM education funded under this regular research program had multiple PIs since 2010.

figure 9

The distribution of projects with single versus multiple PIs over the years (in “Education Research” program)

Figure 10 shows projects funded in the category “Special Education Research.” The pattern in Fig. 10 , where very few projects funded under this category had multiple PIs before 2014, is quite different from the patterns in Figs. 8 and 9 . We did not learn if single PIs were appropriate for the nature of these projects. The trend started to change in 2015 as the number of projects with multiple PIs increased and the number of projects with single PIs declined.

figure 10

The distribution of projects with single versus multiple PIs over the years (in “Special Education Research” program)

Question 3: types of awardees of these projects

Besides the information about the project’s PI, the nature of the awardees can help illustrate what types of entity or organization were interested in developing and carrying out STEM education research. Figure 11 shows that the university was the main type of awardee before 2012, with 80 (63.0%) projects awarded to universities from 2003 to 2019. At the same time, non-university entities received funding support for 47 (37.0%) projects and they seem to have become even more active and successful in obtaining research funding in STEM education over the past several years. The result suggests that diverse organizations develop and conduct STEM education research, another indicator of the importance of STEM education research.

figure 11

The distribution of projects funded to university versus non-university awardees over the years

Question 4: participant populations in the projects

Figure 12 indicates that the vast majority of projects were focused on student populations in preschool to grade 12. This is understandable as IES is the research funding arm of ED. Among those projects, middle school students were the participants in the most projects (70 projects), followed by student populations in elementary school (48 projects), and high school (38 projects). The adult population (including post-secondary students and teachers) was the participant group in 36 projects in a combined program count.

figure 12

The number of projects in STEM education for different groups of participants (Note: Pre-K: preschool-kindergarten; G1–4: grades 1–4; G5–8: grades 5–8; G9–12: grades 9–12; adult: post-secondary students and teachers)

If we separate “Education Research” and “Special Education Research” programs, projects in the category “Special Education Research” focused on student populations in elementary and middle school most frequently, and then adult population. In contrast, projects in the category “Education Research” focused most frequently on middle school student population, followed by student populations in high school and elementary school.

Given the importance of funded research in special education Footnote 5 at IES, we considered projects focused on participants with disabilities. Figure 13 shows there were 28 projects in the category “Special Education Research” for participants with disabilities. There were also three such projects funded in the category “Education Research,” which together accounted for a total of 31 (24.4%) projects. In addition, some projects in the category “Education Research” focused on other participants, including 11 projects focused on ELL students (8.7%) projects and 37 projects focused on low SES students (29.1%).

figure 13

The number of funded projects in STEM education for three special participant populations (Note: ELL: English language learners, Low SES: low social-economic status)

Figure 14 shows the trend of projects in STEM education for special participant populations. Participant populations with ELL and/or Low SES gained much attention before 2011 among these projects. Participant populations with disabilities received relatively consistent attention in projects on STEM education over the years. Research on STEM education with special participant populations is important and much needed. However, related scholarship is still in an early development stage. Interested readers can find related publications in this journal (e.g., Schreffler et al., 2019 ) and other journals (e.g., Lee, 2014 ).

figure 14

The distribution of projects in STEM education for special participant populations over the years

Question 5: types of projects in terms of goals for program development and research

Figure 15 shows that “development and innovation” was the most frequently funded type of project (58 projects, 45.7%), followed by “efficacy and replication” (34 projects, 26.8%), and “measurement” (21 projects, 16.5%). The pattern is consistent across “Education Research,” “Special Education Research,” and combined. However, it should be noted that all five projects with the goal of “scale-up evaluation” were in the category “Education Research” Footnote 6 and funding for these projects were large.

figure 15

The number of projects in terms of the types of goals

Examining the types of projects longitudinally, Fig. 16 shows that while “development and innovation” and “efficacy and replication” types of projects were most frequently funded in the “Education Research” program, the types of projects being funded changed longitudinally. The number of “development and innovation” projects was noticeably fewer over the past several years. In contrast, the number of “measurement” projects and “efficacy and replication” projects became more dominant. The change might reflect a shift in research development and needs.

figure 16

The distribution of projects in terms of the type of goals over the years (in “Education Research” program)

Figure 17 shows the distribution of project types in the category “Special Education Research.” The pattern is different from the pattern shown in Fig. 16 . The types of “development and innovation” and “efficacy and replication” projects were also the dominant types of projects under “Special Education Research” program category in most of these years from 2007 to 2019. Projects in the type “measurement” were only observed in 2010 when that was the only type of project funded.

figure 17

The distribution of projects in terms of goals over the years (in “Special Education Research” program)

Question 6: disciplinary foci of projects in developing and conducting STEM education research

Figure 18 shows that the majority of the 127 projects under such specific programs included disciplinary foci on individual STEM disciplines: mathematics in 88 projects, science in 51 projects, technology in 43 projects, and engineering in 2 projects. The tremendous attention to mathematics in these projects is a bit surprising, as mathematics was noted as being out of balance in STEM education (English, 2016 ) and also in STEM education publications (Li, 2018b , 2019 ). As noted above, each project can be classified in multiple disciplinary foci. However, of the 88 projects with a disciplinary focus on mathematics, 54 projects had mathematics as the only disciplinary focus (38 under “Education Research” program and 16 under “Special Education Research” program). We certainly hope that there will be more projects that further scholarship where mathematics is included as part of (integrated) STEM education (see Li & Schoenfeld, 2019 ).

figure 18

The number of projects in terms of disciplinary focus

There were also projects with specific focus on integrated STEM education (i.e., combining any two or more disciplines of STEM), with a total of 55 (43.3%) projects in a combined program count. The limited number of projects on integrated STEM in the designated STEM funding programs further confirms the common perception that the development of integrated STEM education and research is still in its initial stage (Honey et al., 2014 ; Li, 2018a ).

In examining possible funding trends, Fig. 19 shows that mathematics projects were more frequently funded before 2012. Engineering was a rare disciplinary focus. Integrated STEM was a disciplinary focus from time to time among these projects. No other trends were observed.

figure 19

The distribution of projects in terms of disciplinary focus over the years

Question 7: research types and methods that projects used

Figure 20 indicates that “interventional” (in 104 projects, 81.9%) and “experimental research” (in 89 projects, 70.1%) were the most frequently funded types of research. The percentages of projects funded under the regular education research program were similar to those funded under “Special Education Research” program, except that projects funded under “Special Education Research” tended to utilize correlational research more often.

figure 20

The number of projects in terms of the type of research conducted

Research in STEM education uses diverse data collection and analysis methods; therefore, we wanted to study types of methods (Figs. 21 and 22 , respectively). Among the six types of methods used for data collection, Fig. 21 indicates that “standardized tests” and “designed tests” were the most commonly used methods for data collection, followed by “survey,” “observation,” and “interview.” The majority of projects used three quantitative methods (“standardized tests,” “researcher designed tests,” and “survey”). The finding is consistent with the finding from analysis of journal publications in STEM education (Li et al., 2020 ). Data collected through “interview” and “observation” were more likely to be analyzed using qualitative methods as part of a project’s research methodology.

figure 21

The number of projects categorized by the type of data collection methods

figure 22

The number of projects categorized by the type of data analysis methods

Figure 22 shows the use of seven (including others) data analysis methods among these projects. The first six methods (i.e., descriptive, ANOVA*, general regression, HLM, IRT, and SEM) as well as some methods in “others” are quantitative data analysis methods. The number of projects that used these quantitative methods is considerably larger than the number of projects that used qualitative methods (i.e., included in “others” category).

Concluding remarks

The systematic analysis of IES-funded research projects in STEM education presented an informative picture about research support for STEM education development in the USA, albeit based on only one public funding agency from 2003 to 2019. Over this 17-year span, IES funded 127 STEM education research projects (an average of over seven projects per year) in two designated STEM program categories. Although we found no discernable longitudinal funding patterns in these two program categories, both the number of funded projects in STEM education and their funding amounts were high. If we included an additional 52 projects with the acronym “STEM” funded by many other programs from 2007 to 2019 (see “ Notes ” section below), the total number of projects in STEM education research would be even higher, and the number of projects with the acronym “STEM” would also be larger. The results suggested the involvement of many researchers with diverse expertise in STEM education research was supported by a broad array of program areas in IES.

Addressing the seven questions showed several findings. Funding support for STEM education research was strong, with an average of about 2 million USD per project for a typical 3–4 year duration. Also, our analysis showed that the number of projects with multiple PIs over the years increased over the study time period, which we speculate was because STEM education research increasingly requires collaboration. STEM education research is still in early development stage, evidenced by the predominance of project goals in either “development and innovation” or “efficacy and replication” categories. We found very few projects (5 out of 127 projects, 4.0%) that were funded for “scale-up evaluation.” Finally, as shown by our analysis of project participants, IES had focused on funding projects for students in grades 1–12. Various quantitative research methods were frequently used by these projects for data collection and analyses.

These results illustrated how well STEM education research was supported through both the designated STEM education and many other programs during the study time period, which helps to explain why researchers in the USA have been so productive in producing and promoting scholarship in STEM education (Li et al., 2019 ; Li et al., 2020 ). We connected several findings from this study to findings from recent reviews of journal publications in STEM education. For example, publications in STEM education appeared in many different journals as many researchers with diverse expertise were supported to study various issues related to STEM education, STEM education publications often have co-authorship, and there is heavy use of quantitative research methods. The link between public funding and significant numbers of publications in STEM education research from US scholars offers a strong argument for the importance of providing strong funding support to research and development in STEM education in the USA and also in many other countries around the world.

The systematic analysis also revealed that STEM education, as used by IES in naming the designated programs, did not convey a clear definition or scope. In fact, we found diverse disciplinary foci in these projects. Integrated STEM was not a main focus of these designated programs in funding STEM education. Instead, many projects in these programs had clear subject content focus in individual disciplines, which is very similar to discipline-based education research (DBER, National Research Council, 2012 ). Interestingly enough, STEM education research had also been supported in many other programs of IES with diverse foci Footnote 7 , such as “Small Business Innovation Research,” “Cognition and Student Learning,” and “Postsecondary and Adult Education.” This funding reality further suggested the broad scope of issues associated with STEM education, as well as the growing need of building STEM education research as a distinct field (Li, 2018a ).

Inspired by our recent review of journal publications as research output in STEM education, this review started with an ambitious goal to study funding support as research input for STEM education. However, we had to limit the scope of the study for feasibility. We limited funding sources to one federal agency in the USA. Therefore, we did not analyze funding support from private funding sources including many private foundations and corporations. Although public funding sources have been one of the most important funding supports available for researchers to develop and expand their research work, the results of this systematic analysis suggest the importance future studies to learn more about research support and input to STEM education from other sources including other major public funding agencies, private foundations, and non-profit professional organizations.

Among these 54 funded projects containing the acronym “STEM” from 2007 to 2019, Table 1 shows that only 2 (3.7%) were in the IES designated program option of STEM education in the category of “Education Research.” Forty-nine projects were in 13 other program options in the category of “Education Research,” with surprisingly large numbers of projects under the “Small Business Innovation Research” option (17, 31.5%) and “Cognition and Student Learning” (11, 20.4%). Three of the 54 funded projects were in the program category of “Special Education Research.” To be specific, two of the three were in the program of “Small Business Innovation Research in Special Education,” and one was in the program of “Special Topic: Career and Technical Education for Students with Disabilities.”

The results suggest that many projects, focusing on various issues and questions directly associated with STEM education, were funded even when researchers applied for funding support in program options not designated as “Science, Technology, Engineering, and Mathematics (STEM) Education.” It implies that issues associated with STEM education had been generally acknowledged as important across many different program areas in education research and special education research. The funding support available in diverse program areas likely allowed numerous scholars with diverse expertise to study many different questions and publish their research in diverse journals, as we noted in the recent review of journal publications in STEM education (Li et al., 2020 ).

A previous study identified and analyzed a total of 46 IES funded projects from 2007 to 2018 (with an average of fewer than 4 projects per year) that contain the acronym “STEM” in a project’s title and/or description (Wang et al., 2019 ). Finding eight newly funded projects in 2019 suggested a growing interest in research on issues directly associated with STEM education in diverse program areas. In fact, five out of these eight newly funded projects specifically included the acronym “STEM” in the project’s title to explicitly indicate the project’s association with STEM education.

Availability of data and materials

The data and materials used and analyzed for the review are publicly available at the IES website, White House website, and other government agency websites.

In a previous study (Wang, Li, & Xiao, 2019), we used the acronym “STEM” as a search term under the option of “SEARCH FUNDED RESEARCH GRANTS AND CONTRACTS” without any program category restriction, and identified and analyzed 46 funded projects from 2007 to 2018 that contain “STEM” in a project’s title and/or description after screening out unrelated key words containing “stem” such as “system”. To make comparisons when needed, we did the same search using the acronym “STEM” and found 8 more funded projects in 2019 for a total of 54 funded projects across many different program categories from 2007 to 2019.

The project of “A Randomized Controlled Study of the Effects of Intelligent Online Chemistry Tutors in Urban California School Districts” (2008). In the project description, its subtitle shows intervention information. We coded this project as “interventional.” Then, the project also included the treatment group and the control group. We coded this project as “experimental.” Finally, this project was to test the efficacy of computer-based cognitive tutors. This was a correlational study. We thus coded it as “correlational.”

Computer data means that the project description indicated this kind of information, such as log data on students.

Descriptive means “descriptive statistics.” General regression means multiple regression, linear regression, logistical regression, except hierarchical linear regression model. ANOVA* is used here as a broad term to include analysis of variance, analysis of covariance, multivariate analysis of variance, and/or multivariate analysis of variance. Others include factor analysis, t tests, Mann-Whitney tests, and binomial tests, log data analysis, meta-analysis, constant comparative data analysis, and qualitative analysis.

Special education originally was about students with disabilities. It has broadened in scope over the years.

The number of students under Special Education was 14% of students in public schools in the USA in 2017–2018. https://nces.ed.gov/programs/coe/indicator_cgg.asp

For example, “Design Environment for Educator-Student Collaboration Allowing Real-Time Engineering-centric, STEM (DESCARTES) Exploration in Middle Grades” (2017) was funded as a 2-year project to Parametric Studios, Inc. (awardee) under the program option of “Small Business Innovation Research” (here is the link: https://ies.ed.gov/funding/grantsearch/details.asp?ID=1922 ). “Exploring the Spatial Alignment Hypothesis in STEM Learning Environments” (2017) was funded as a 4-year project to WestEd (awardee) under the program option of “Cognition and Student Learning” (link: https://ies.ed.gov/funding/grantsearch/details.asp?ID=2059 ). “Enhancing Undergraduate STEM Education by Integrating Mobile Learning Technologies with Natural Language Processing” (2018) was funded as a 4-year project to Purdue University (awardee) under the program option of “Postsecondary and Adult Education” (link: https://ies.ed.gov/funding/grantsearch/details.asp?ID=2130 ).

Abbreviations

Analysis of variance

Discipline-based education research

Department of Education

Hierarchical linear modeling

Institute of Education Sciences

Item response theory

National Science Foundation

Pre-school–grade 12

Requests-for-proposal

Structural equation modeling

Science, technology, engineering, and mathematics

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200+ Experimental Quantitative Research Topics For STEM Students In 2023

Experimental Quantitative Research Topics For Stem Students

STEM means Science, Technology, Engineering, and Math, which is not the only stuff we learn in school. It is like a treasure chest of skills that help students become great problem solvers, ready to tackle the real world’s challenges.

In this blog, we are here to explore the world of Research Topics for STEM Students. We will break down what STEM really means and why it is so important for students. In addition, we will give you the lowdown on how to pick a fascinating research topic. We will explain a list of 200+ Experimental Quantitative Research Topics For STEM Students.

And when it comes to writing a research title, we will guide you step by step. So, stay with us as we unlock the exciting world of STEM research – it is not just about grades; it is about growing smarter, more confident, and happier along the way.

What Is STEM?

Table of Contents

STEM is Science, Technology, Engineering, and Mathematics. It is a way of talking about things like learning, jobs, and activities related to these four important subjects. Science is about understanding the world around us, technology is about using tools and machines to solve problems, engineering is about designing and building things, and mathematics is about numbers and solving problems with them. STEM helps us explore, discover, and create cool stuff that makes our world better and more exciting.

Why STEM Research Is Important?

STEM research is important because it helps us learn new things about the world and solve problems. When scientists, engineers, and mathematicians study these subjects, they can discover cures for diseases, create new technology that makes life easier, and build things that help us live better. It is like a big puzzle where we put together pieces of knowledge to make our world safer, healthier, and more fun.

  • STEM research leads to new discoveries and solutions.
  • It helps find cures for diseases.
  • STEM technology makes life easier.
  • Engineers build things that improve our lives.
  • Mathematics helps us understand and solve complex problems.

How to Choose a Topic for STEM Research Paper

Here are some steps to choose a topic for STEM Research Paper:

Step 1: Identify Your Interests

Think about what you like and what excites you in science, technology, engineering, or math. It could be something you learned in school, saw in the news, or experienced in your daily life. Choosing a topic you’re passionate about makes the research process more enjoyable.

Step 2: Research Existing Topics

Look up different STEM research areas online, in books, or at your library. See what scientists and experts are studying. This can give you ideas and help you understand what’s already known in your chosen field.

Step 3: Consider Real-World Problems

Think about the problems you see around you. Are there issues in your community or the world that STEM can help solve? Choosing a topic that addresses a real-world problem can make your research impactful.

Step 4: Talk to Teachers and Mentors

Discuss your interests with your teachers, professors, or mentors. They can offer guidance and suggest topics that align with your skills and goals. They may also provide resources and support for your research.

Step 5: Narrow Down Your Topic

Once you have some ideas, narrow them down to a specific research question or project. Make sure it’s not too broad or too narrow. You want a topic that you can explore in depth within the scope of your research paper.

Here we will discuss 200+ Experimental Quantitative Research Topics For STEM Students: 

Qualitative Research Topics for STEM Students:

Qualitative research focuses on exploring and understanding phenomena through non-numerical data and subjective experiences. Here are 10 qualitative research topics for STEM students:

  • Exploring the experiences of female STEM students in overcoming gender bias in academia.
  • Understanding the perceptions of teachers regarding the integration of technology in STEM education.
  • Investigating the motivations and challenges of STEM educators in underprivileged schools.
  • Exploring the attitudes and beliefs of parents towards STEM education for their children.
  • Analyzing the impact of collaborative learning on student engagement in STEM subjects.
  • Investigating the experiences of STEM professionals in bridging the gap between academia and industry.
  • Understanding the cultural factors influencing STEM career choices among minority students.
  • Exploring the role of mentorship in the career development of STEM graduates.
  • Analyzing the perceptions of students towards the ethics of emerging STEM technologies like AI and CRISPR.
  • Investigating the emotional well-being and stress levels of STEM students during their academic journey.

Easy Experimental Research Topics for STEM Students:

These experimental research topics are relatively straightforward and suitable for STEM students who are new to research:

  •  Measuring the effect of different light wavelengths on plant growth.
  •  Investigating the relationship between exercise and heart rate in various age groups.
  •  Testing the effectiveness of different insulating materials in conserving heat.
  •  Examining the impact of pH levels on the rate of chemical reactions.
  •  Studying the behavior of magnets in different temperature conditions.
  •  Investigating the effect of different concentrations of a substance on bacterial growth.
  •  Testing the efficiency of various sunscreen brands in blocking UV radiation.
  •  Measuring the impact of music genres on concentration and productivity.
  •  Examining the correlation between the angle of a ramp and the speed of a rolling object.
  •  Investigating the relationship between the number of blades on a wind turbine and energy output.

Research Topics for STEM Students in the Philippines:

These research topics are tailored for STEM students in the Philippines:

  •  Assessing the impact of climate change on the biodiversity of coral reefs in the Philippines.
  •  Studying the potential of indigenous plants in the Philippines for medicinal purposes.
  •  Investigating the feasibility of harnessing renewable energy sources like solar and wind in rural Filipino communities.
  •  Analyzing the water quality and pollution levels in major rivers and lakes in the Philippines.
  •  Exploring sustainable agricultural practices for small-scale farmers in the Philippines.
  •  Assessing the prevalence and impact of dengue fever outbreaks in urban areas of the Philippines.
  •  Investigating the challenges and opportunities of STEM education in remote Filipino islands.
  •  Studying the impact of typhoons and natural disasters on infrastructure resilience in the Philippines.
  •  Analyzing the genetic diversity of endemic species in the Philippine rainforests.
  •  Assessing the effectiveness of disaster preparedness programs in Philippine communities.

Read More 

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Good Research Topics for STEM Students:

These research topics are considered good because they offer interesting avenues for investigation and learning:

  •  Developing a low-cost and efficient water purification system for rural communities.
  •  Investigating the potential use of CRISPR-Cas9 for gene therapy in genetic disorders.
  •  Studying the applications of blockchain technology in securing medical records.
  •  Analyzing the impact of 3D printing on customized prosthetics for amputees.
  •  Exploring the use of artificial intelligence in predicting and preventing forest fires.
  •  Investigating the effects of microplastic pollution on aquatic ecosystems.
  •  Analyzing the use of drones in monitoring and managing agricultural crops.
  •  Studying the potential of quantum computing in solving complex optimization problems.
  •  Investigating the development of biodegradable materials for sustainable packaging.
  •  Exploring the ethical implications of gene editing in humans.

Unique Research Topics for STEM Students:

Unique research topics can provide STEM students with the opportunity to explore unconventional and innovative ideas. Here are 10 unique research topics for STEM students:

  •  Investigating the use of bioluminescent organisms for sustainable lighting solutions.
  •  Studying the potential of using spider silk proteins for advanced materials in engineering.
  •  Exploring the application of quantum entanglement for secure communication in the field of cryptography.
  •  Analyzing the feasibility of harnessing geothermal energy from underwater volcanoes.
  •  Investigating the use of CRISPR-Cas12 for rapid and cost-effective disease diagnostics.
  •  Studying the interaction between artificial intelligence and human creativity in art and music generation.
  •  Exploring the development of edible packaging materials to reduce plastic waste.
  •  Investigating the impact of microgravity on cellular behavior and tissue regeneration in space.
  •  Analyzing the potential of using sound waves to detect and combat invasive species in aquatic ecosystems.
  •  Studying the use of biotechnology in reviving extinct species, such as the woolly mammoth.

Experimental Research Topics for STEM Students in the Philippines

Research topics for STEM students in the Philippines can address specific regional challenges and opportunities. Here are 10 experimental research topics for STEM students in the Philippines:

  •  Assessing the effectiveness of locally sourced materials for disaster-resilient housing construction in typhoon-prone areas.
  •  Investigating the utilization of indigenous plants for natural remedies in Filipino traditional medicine.
  •  Studying the impact of volcanic soil on crop growth and agriculture in volcanic regions of the Philippines.
  •  Analyzing the water quality and purification methods in remote island communities.
  •  Exploring the feasibility of using bamboo as a sustainable construction material in the Philippines.
  •  Investigating the potential of using solar stills for freshwater production in water-scarce regions.
  •  Studying the effects of climate change on the migration patterns of bird species in the Philippines.
  •  Analyzing the growth and sustainability of coral reefs in marine protected areas.
  •  Investigating the utilization of coconut waste for biofuel production.
  •  Studying the biodiversity and conservation efforts in the Tubbataha Reefs Natural Park.

Capstone Research Topics for STEM Students in the Philippines:

Capstone research projects are often more comprehensive and can address real-world issues. Here are 10 capstone research topics for STEM students in the Philippines:

  •  Designing a low-cost and sustainable sanitation system for informal settlements in urban Manila.
  •  Developing a mobile app for monitoring and reporting natural disasters in the Philippines.
  •  Assessing the impact of climate change on the availability and quality of drinking water in Philippine cities.
  •  Designing an efficient traffic management system to address congestion in major Filipino cities.
  •  Analyzing the health implications of air pollution in densely populated urban areas of the Philippines.
  •  Developing a renewable energy microgrid for off-grid communities in the archipelago.
  •  Assessing the feasibility of using unmanned aerial vehicles (drones) for agricultural monitoring in rural Philippines.
  •  Designing a low-cost and sustainable aquaponics system for urban agriculture.
  •  Investigating the potential of vertical farming to address food security in densely populated urban areas.
  •  Developing a disaster-resilient housing prototype suitable for typhoon-prone regions.

Experimental Quantitative Research Topics for STEM Students:

Experimental quantitative research involves the collection and analysis of numerical data to conclude. Here are 10 Experimental Quantitative Research Topics For STEM Students interested in experimental quantitative research:

  •  Examining the impact of different fertilizers on crop yield in agriculture.
  •  Investigating the relationship between exercise and heart rate among different age groups.
  •  Analyzing the effect of varying light intensities on photosynthesis in plants.
  •  Studying the efficiency of various insulation materials in reducing building heat loss.
  •  Investigating the relationship between pH levels and the rate of corrosion in metals.
  •  Analyzing the impact of different concentrations of pollutants on aquatic ecosystems.
  •  Examining the effectiveness of different antibiotics on bacterial growth.
  •  Trying to figure out how temperature affects how thick liquids are.
  •  Finding out if there is a link between the amount of pollution in the air and lung illnesses in cities.
  •  Analyzing the efficiency of solar panels in converting sunlight into electricity under varying conditions.

Descriptive Research Topics for STEM Students

Descriptive research aims to provide a detailed account or description of a phenomenon. Here are 10 topics for STEM students interested in descriptive research:

  •  Describing the physical characteristics and behavior of a newly discovered species of marine life.
  •  Documenting the geological features and formations of a particular region.
  •  Creating a detailed inventory of plant species in a specific ecosystem.
  •  Describing the properties and behavior of a new synthetic polymer.
  •  Documenting the daily weather patterns and climate trends in a particular area.
  •  Providing a comprehensive analysis of the energy consumption patterns in a city.
  •  Describing the structural components and functions of a newly developed medical device.
  •  Documenting the characteristics and usage of traditional construction materials in a region.
  •  Providing a detailed account of the microbiome in a specific environmental niche.
  •  Describing the life cycle and behavior of a rare insect species.

Research Topics for STEM Students in the Pandemic:

The COVID-19 pandemic has raised many research opportunities for STEM students. Here are 10 research topics related to pandemics:

  •  Analyzing the effectiveness of various personal protective equipment (PPE) in preventing the spread of respiratory viruses.
  •  Studying the impact of lockdown measures on air quality and pollution levels in urban areas.
  •  Investigating the psychological effects of quarantine and social isolation on mental health.
  •  Analyzing the genomic variation of the SARS-CoV-2 virus and its implications for vaccine development.
  •  Studying the efficacy of different disinfection methods on various surfaces.
  •  Investigating the role of contact tracing apps in tracking & controlling the spread of infectious diseases.
  •  Analyzing the economic impact of the pandemic on different industries and sectors.
  •  Studying the effectiveness of remote learning in STEM education during lockdowns.
  •  Investigating the social disparities in healthcare access during a pandemic.
  • Analyzing the ethical considerations surrounding vaccine distribution and prioritization.

Research Topics for STEM Students Middle School

Research topics for middle school STEM students should be engaging and suitable for their age group. Here are 10 research topics:

  • Investigating the growth patterns of different types of mold on various food items.
  • Studying the negative effects of music on plant growth and development.
  • Analyzing the relationship between the shape of a paper airplane and its flight distance.
  • Investigating the properties of different materials in making effective insulators for hot and cold beverages.
  • Studying the effect of salt on the buoyancy of different objects in water.
  • Analyzing the behavior of magnets when exposed to different temperatures.
  • Investigating the factors that affect the rate of ice melting in different environments.
  • Studying the impact of color on the absorption of heat by various surfaces.
  • Analyzing the growth of crystals in different types of solutions.
  • Investigating the effectiveness of different natural repellents against common pests like mosquitoes.

Technology Research Topics for STEM Students

Technology is at the forefront of STEM fields. Here are 10 research topics for STEM students interested in technology:

  • Developing and optimizing algorithms for autonomous drone navigation in complex environments.
  • Exploring the use of blockchain technology for enhancing the security and transparency of supply chains.
  • Investigating the applications of virtual reality (VR) and augmented reality (AR) in medical training and surgery simulations.
  • Studying the potential of 3D printing for creating personalized prosthetics and orthopedic implants.
  • Analyzing the ethical and privacy implications of facial recognition technology in public spaces.
  • Investigating the development of quantum computing algorithms for solving complex optimization problems.
  • Explaining the use of machine learning and AI in predicting and mitigating the impact of natural disasters.
  • Studying the advancement of brain-computer interfaces for assisting individuals with
  • disabilities.
  • Analyzing the role of wearable technology in monitoring and improving personal health and wellness.
  • Investigating the use of robotics in disaster response and search and rescue operations.

Scientific Research Topics for STEM Students

Scientific research encompasses a wide range of topics. Here are 10 research topics for STEM students focusing on scientific exploration:

  • Investigating the behavior of subatomic particles in high-energy particle accelerators.
  • Studying the ecological impact of invasive species on native ecosystems.
  • Analyzing the genetics of antibiotic resistance in bacteria and its implications for healthcare.
  • Exploring the physics of gravitational waves and their detection through advanced interferometry.
  • Investigating the neurobiology of memory formation and retention in the human brain.
  • Studying the biodiversity and adaptation of extremophiles in harsh environments.
  • Analyzing the chemistry of deep-sea hydrothermal vents and their potential for life beyond Earth.
  • Exploring the properties of superconductors and their applications in technology.
  • Investigating the mechanisms of stem cell differentiation for regenerative medicine.
  • Studying the dynamics of climate change and its impact on global ecosystems.

Interesting Research Topics for STEM Students:

Engaging and intriguing research topics can foster a passion for STEM. Here are 10 interesting research topics for STEM students:

  • Exploring the science behind the formation of auroras and their cultural significance.
  • Investigating the mysteries of dark matter and dark energy in the universe.
  • Studying the psychology of decision-making in high-pressure situations, such as sports or
  • emergencies.
  • Analyzing the impact of social media on interpersonal relationships and mental health.
  • Exploring the potential for using genetic modification to create disease-resistant crops.
  • Investigating the cognitive processes involved in solving complex puzzles and riddles.
  • Studying the history and evolution of cryptography and encryption methods.
  • Analyzing the physics of time travel and its theoretical possibilities.
  • Exploring the role of Artificial Intelligence  in creating art and music.
  • Investigating the science of happiness and well-being, including factors contributing to life satisfaction.

Practical Research Topics for STEM Students

Practical research often leads to real-world solutions. Here are 10 practical research topics for STEM students:

  • Developing an affordable and sustainable water purification system for rural communities.
  • Designing a low-cost, energy-efficient home heating and cooling system.
  • Investigating strategies for reducing food waste in the supply chain and households.
  • Studying the effectiveness of eco-friendly pest control methods in agriculture.
  • Analyzing the impact of renewable energy integration on the stability of power grids.
  • Developing a smartphone app for early detection of common medical conditions.
  • Investigating the feasibility of vertical farming for urban food production.
  • Designing a system for recycling and upcycling electronic waste.
  • Studying the environmental benefits of green roofs and their potential for urban heat island mitigation.
  • Analyzing the efficiency of alternative transportation methods in reducing carbon emissions.

Experimental Research Topics for STEM Students About Plants

Plants offer a rich field for experimental research. Here are 10 experimental research topics about plants for STEM students:

  • Investigating the effect of different light wavelengths on plant growth and photosynthesis.
  • Studying the impact of various fertilizers and nutrient solutions on crop yield.
  • Analyzing the response of plants to different types and concentrations of plant hormones.
  • Investigating the role of mycorrhizal in enhancing nutrient uptake in plants.
  • Studying the effects of drought stress and water scarcity on plant physiology and adaptation mechanisms.
  • Analyzing the influence of soil pH on plant nutrient availability and growth.
  • Investigating the chemical signaling and defense mechanisms of plants against herbivores.
  • Studying the impact of environmental pollutants on plant health and genetic diversity.
  • Analyzing the role of plant secondary metabolites in pharmaceutical and agricultural applications.
  • Investigating the interactions between plants and beneficial microorganisms in the rhizosphere.

Qualitative Research Topics for STEM Students in the Philippines

Qualitative research in the Philippines can address local issues and cultural contexts. Here are 10 qualitative research topics for STEM students in the Philippines:

  • Exploring indigenous knowledge and practices in sustainable agriculture in Filipino communities.
  • Studying the perceptions and experiences of Filipino fishermen in coping with climate change impacts.
  • Analyzing the cultural significance and traditional uses of medicinal plants in indigenous Filipino communities.
  • Investigating the barriers and facilitators of STEM education access in remote Philippine islands.
  • Exploring the role of traditional Filipino architecture in natural disaster resilience.
  • Studying the impact of indigenous farming methods on soil conservation and fertility.
  • Analyzing the cultural and environmental significance of mangroves in coastal Filipino regions.
  • Investigating the knowledge and practices of Filipino healers in treating common ailments.
  • Exploring the cultural heritage and conservation efforts of the Ifugao rice terraces.
  • Studying the perceptions and practices of Filipino communities in preserving marine biodiversity.

Science Research Topics for STEM Students

Science offers a diverse range of research avenues. Here are 10 science research topics for STEM students:

  • Investigating the potential of gene editing techniques like CRISPR-Cas9 in curing genetic diseases.
  • Studying the ecological impacts of species reintroduction programs on local ecosystems.
  • Analyzing the effects of microplastic pollution on aquatic food webs and ecosystems.
  • Investigating the link between air pollution and respiratory health in urban populations.
  • Studying the role of epigenetics in the inheritance of acquired traits in organisms.
  • Analyzing the physiology and adaptations of extremophiles in extreme environments on Earth.
  • Investigating the genetics of longevity and factors influencing human lifespan.
  • Studying the behavioral ecology and communication strategies of social insects.
  • Analyzing the effects of deforestation on global climate patterns and biodiversity loss.
  • Investigating the potential of synthetic biology in creating bioengineered organisms for beneficial applications.

Correlational Research Topics for STEM Students

Correlational research focuses on relationships between variables. Here are 10 correlational research topics for STEM students:

  • Analyzing the correlation between dietary habits and the incidence of chronic diseases.
  • Studying the relationship between exercise frequency and mental health outcomes.
  • Investigating the correlation between socioeconomic status and access to quality healthcare.
  • Analyzing the link between social media usage and self-esteem in adolescents.
  • Studying the correlation between academic performance and sleep duration among students.
  • Investigating the relationship between environmental factors and the prevalence of allergies.
  • Analyzing the correlation between technology use and attention span in children.
  • Studying how environmental factors are related to the frequency of allergies.
  • Investigating the link between parental involvement in education and student achievement.
  • Analyzing the correlation between temperature fluctuations and wildlife migration patterns.

Quantitative Research Topics for STEM Students in the Philippines

Quantitative research in the Philippines can address specific regional issues. Here are 10 quantitative research topics for STEM students in the Philippines

  • Analyzing the impact of typhoons on coastal erosion rates in the Philippines.
  • Studying the quantitative effects of land use change on watershed hydrology in Filipino regions.
  • Investigating the quantitative relationship between deforestation and habitat loss for endangered species.
  • Analyzing the quantitative patterns of marine biodiversity in Philippine coral reef ecosystems.
  • Studying the quantitative assessment of water quality in major Philippine rivers and lakes.
  • Investigating the quantitative analysis of renewable energy potential in specific Philippine provinces.
  • Analyzing the quantitative impacts of agricultural practices on soil health and fertility.
  • Studying the quantitative effectiveness of mangrove restoration in coastal protection in the Philippines.
  • Investigating the quantitative evaluation of indigenous agricultural practices for sustainability.
  • Analyzing the quantitative patterns of air pollution and its health impacts in urban Filipino areas.

Things That Must Keep In Mind While Writing Quantitative Research Title 

Here are few things that must be keep in mind while writing quantitative research tile:

1. Be Clear and Precise

Make sure your research title is clear and says exactly what your study is about. People should easily understand the topic and goals of your research by reading the title.

2. Use Important Words

Include words that are crucial to your research, like the main subjects, who you’re studying, and how you’re doing your research. This helps others find your work and understand what it’s about.

3. Avoid Confusing Words

Stay away from words that might confuse people. Your title should be easy to grasp, even if someone isn’t an expert in your field.

4. Show Your Research Approach

Tell readers what kind of research you did, like experiments or surveys. This gives them a hint about how you conducted your study.

5. Match Your Title with Your Research Questions

Make sure your title matches the questions you’re trying to answer in your research. It should give a sneak peek into what your study is all about and keep you on the right track as you work on it.

STEM students, addressing what STEM is and why research matters in this field. It offered an extensive list of research topics , including experimental, qualitative, and regional options, catering to various academic levels and interests. Whether you’re a middle school student or pursuing advanced studies, these topics offer a wealth of ideas. The key takeaway is to choose a topic that resonates with your passion and aligns with your goals, ensuring a successful journey in STEM research. Choose the best Experimental Quantitative Research Topics For Stem Students today!

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55 Brilliant Research Topics For STEM Students (2024)

Primarily, STEM is an acronym for Science, Technology, Engineering, and Mathematics. It’s a study program that weaves all four disciplines for cross-disciplinary knowledge to solve scientific problems. STEM touches across a broad array of subjects as STEM students are required to gain mastery of four disciplines.

As a project-based discipline, STEM has different stages of learning. The program operates like other disciplines, and as such, STEM students embrace knowledge depending on their level. Since it’s a discipline centered around innovation, students undertake projects regularly. As a STEM student, your project could either be to build or write on a subject. Your first plan of action is choosing a topic if it’s written. After selecting a topic, you’ll need to determine how long a thesis statement should be .

Given that topic is essential to writing any project, this article focuses on research topics for STEM students. So, if you’re writing a STEM research paper, below are some of the best research topics for STEM students.

List of Research Topics For STEM Students

Quantitative research topics for stem students, qualitative research topics for stem students, what are the best experimental research topics for stem students, non-experimental research topics for stem students, capstone research topics for stem students, correlational research topics for stem students, scientific research topics for stem students, simple research topics for stem students, top 10 research topics for stem students, experimental research topics for stem students about plants, research topics for grade 11 stem students, research topics for grade 12 stem students, quantitative research topics for stem high school students, survey research topics for stem students, interesting and informative research topics for senior high school stem students.

Several research topics can be formulated in this field. They cut across STEM science, engineering, technology, and math. Here is a list of good research topics for STEM students.

  • The effectiveness of online learning over physical learning
  • The rise of metabolic diseases and their relationship to increased consumption
  • How immunotherapy can improve prognosis in Covid-19 progression

For your quantitative research in STEM, you’ll need to learn how to cite a thesis MLA for the topic you’re choosing. Below are some of the best quantitative research topics for STEM students. See Also 100 Original Research Paper Topics For Students in 2022

  • A study of the effect of digital technology on millennials
  • A futuristic study of a world ruled by robotics
  • A critical evaluation of the future demand in artificial intelligence

There are several practical research topics for STEM students. However, if you’re looking for qualitative research topics for STEM students, here are topics to explore.

  • An exploration into how microbial factories result in the cause shortage in raw metals
  • An experimental study on the possibility of older-aged men passing genetic abnormalities to children
  • A critical evaluation of how genetics could be used to help humans live healthier and longer.
Experimental research in STEM is a scientific research methodology that uses two sets of variables. They are dependent and independent variables that are studied under experimental research. Experimental research topics in STEM look into areas of science that use data to derive results.

Below are easy experimental research topics for STEM students.

  • A study of nuclear fusion and fission
  • An evaluation of the major drawbacks of Biotechnology in the pharmaceutical industry
  • A study of single-cell organisms and how they’re capable of becoming an intermediary host for diseases causing bacteria

Unlike experimental research, non-experimental research lacks the interference of an independent variable. Non-experimental research instead measures variables as they naturally occur. Below are some non-experimental quantitative research topics for STEM students.

  • Impacts of alcohol addiction on the psychological life of humans
  • The popularity of depression and schizophrenia amongst the pediatric population
  • The impact of breastfeeding on the child’s health and development

STEM learning and knowledge grow in stages. The older students get, the more stringent requirements are for their STEM research topic. There are several capstone topics for research for STEM students .

Below are some simple quantitative research topics for stem students.

  • How population impacts energy-saving strategies
  • The application of an Excel table processor capabilities for cost calculation
  • A study of the essence of science as a sphere of human activity

Correlations research is research where the researcher measures two continuous variables. This is done with little or no attempt to control extraneous variables but to assess the relationship. Here are some sample research topics for STEM students to look into bearing in mind how to cite a thesis APA style for your project.

  • Can pancreatic gland transplantation cure diabetes?
  • A study of improved living conditions and obesity
  • An evaluation of the digital currency as a valid form of payment and its impact on banking and economy

There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students.

  • A study of protease inhibitor and how it operates
  • A study of how men’s exercise impacts DNA traits passed to children
  • A study of the future of commercial space flight

If you’re looking for a simple research topic, below are easy research topics for STEM students.

  • How can the problem of Space junk be solved?
  • Can meteorites change our view of the universe?
  • Can private space flight companies change the future of space exploration?

For your top 10 research topics for STEM students, here are interesting topics for STEM students to consider.

  • A comparative study of social media addiction and adverse depression
  • The human effect of the illegal use of formalin in milk and food preservation
  • An evaluation of the human impact on the biosphere and its results
  • A study of how fungus affects plant growth
  • A comparative study of antiviral drugs and vaccine
  • A study of the ways technology has improved medicine and life science
  • The effectiveness of Vitamin D among older adults for disease prevention
  • What is the possibility of life on other planets?
  • Effects of Hubble Space Telescope on the universe
  • A study of important trends in medicinal chemistry research

Below are possible research topics for STEM students about plants:

  • How do magnetic fields impact plant growth?
  • Do the different colors of light impact the rate of photosynthesis?
  • How can fertilizer extend plant life during a drought?

Below are some examples of quantitative research topics for STEM students in grade 11.

  • A study of how plants conduct electricity
  • How does water salinity affect plant growth?
  • A study of soil pH levels on plants

Here are some of the best qualitative research topics for STEM students in grade 12.

  • An evaluation of artificial gravity and how it impacts seed germination
  • An exploration of the steps taken to develop the Covid-19 vaccine
  • Personalized medicine and the wave of the future

Here are topics to consider for your STEM-related research topics for high school students.

  • A study of stem cell treatment
  • How can molecular biological research of rare genetic disorders help understand cancer?
  • How Covid-19 affects people with digestive problems

Below are some survey topics for qualitative research for stem students.

  • How does Covid-19 impact immune-compromised people?
  • Soil temperature and how it affects root growth
  • Burned soil and how it affects seed germination

Here are some descriptive research topics for STEM students in senior high.

  • The scientific information concept and its role in conducting scientific research
  • The role of mathematical statistics in scientific research
  • A study of the natural resources contained in oceans

Final Words About Research Topics For STEM Students

STEM topics cover areas in various scientific fields, mathematics, engineering, and technology. While it can be tasking, reducing the task starts with choosing a favorable topic. If you require external assistance in writing your STEM research, you can seek professional help from our experts.

55 Brilliant Research Topics For STEM Students (2024)

What are some good research topics for STEM students? ›

  • DNA Fingerprinting.
  • Ethics & Genetics.
  • Humans & Wildlife.
  • Malnutrition.
  • Psychology of Plastic Surgery.
  • Lying with Numbers.
  • Energy Sources.
  • Waste Disposal.
  • Imposed Democracy.
  • Political Environment in the Middle East.
  • Religion and Globalization.
  • UN Policies on the Environment and their Impact.
  • The Influence of Marketing and Media on Teens.
  • Bar Code Implants.
  • Aerospace engineering.
  • Biochemistry.
  • Chemical engineering.
  • Civil engineering.
  • Computer science.
  • Technology.
  • Social Media.
  • Social issues.
  • Environment.
  • Infectious disease. 29 articles | 1,643,000 views. ...
  • Nutritional immunology. 29 articles | 768,000 views. ...
  • Music therapy. 44 articles | 268,000 views. ...
  • Political misinformation. 11 articles | 219,000 views. ...
  • Plant science. 15 articles | 198,000 views. ...
  • Sustainable agriculture. ...
  • Mental health. ...
  • Aging brains.
  • Scientific Explanation behind IVF: How does it impact the baby.
  • Investigate the benefits of Forensic Science Technology.
  • Impact of COVID-19 pandemic on global warming and climate change.
  • New findings for Cancer Biology.
  • Exploratory research design. ...
  • Observational research design. ...
  • Descriptive research design. ...
  • Case study. ...
  • Action research design. ...
  • Experimental research design. ...
  • Causal research design. ...
  • Correlational research design.
  • Applied research. ...
  • Fixed research versus flexible research. ...
  • Quantitative research and qualitative research. ...
  • Experimental research and non-experimental research. ...
  • Exploratory research and confirmatory research. ...
  • Explanatory research or casual research. ...
  • Descriptive research. ...
  • Historical research.

A complete research paper in APA style that is reporting on experimental research will typically contain a Title page, Abstract, Introduction, Methods, Results, Discussion, and References sections. Many will also contain Figures and Tables and some will have an Appendix or Appendices.

A question stem is the part of the survey question that presents the issue about which the question is asking .

What is the best title for research title? ›

  • Indicate accurately the subject and scope of the study.
  • Avoid using abbreviations.
  • Use words that create a positive impression and stimulate reader interest.
  • Use current nomenclature from the field of study.

A scientific paper is broken down into eight sections: title, abstract, introduction, methods, results, discussion, conclusion, and references . The title of the lab report should be descriptive of the experiment and reflect what the experiment analyzed.

  • Environment. ...
  • Health. ...
  • Technology. Analyze the history and future of self-driving vehicles. ...
  • Current Affairs. How have the motives of feminists changed over the decades?
  • Choose a topic that you are interested in! ...
  • Narrow your topic to something manageable. ...
  • Review the guidelines on topic selection outlined in your assignment. ...
  • Refer to lecture notes and required texts to refresh your knowledge of the course and assignment.
  • Talk about research ideas with a friend.

Keep the title statement as concise as possible. You want a title that will be comprehensible even to people who are not experts in your field. Check our article for a detailed list of things to avoid when writing an effective research title. Make sure your title is between 5 and 15 words in length .

  • Fundamental or Basic research: ...
  • Basic research.
  • Applied research: ...
  • Explanatory research.
  • Longitudinal Research. ...
  • Cross-sectional Research. ...
  • Action research.

Hot topic for 2022: data collection strategies set to be the talk of the town this year. Digital marketing trends in recent years have ranged from consumer privacy, to Instagram taking over from Facebook, to the appearance of chatbots and to the prevalence of the use of video content.

  • TikTok will become bigger. ...
  • Video content will continue to dominate. ...
  • Social commerce will continue to expand. ...
  • Augmented reality will go mainstream. ...
  • Influencer marketing continues to rise.
  • Identify the topics that resonates with your audience.
  • Find the top content trends in your chosen topic area.
  • Understand the questions people have about these opportunities.
  • Identify where you can uniquely add value to the conversation.

Most research can be divided into three different categories: exploratory, descriptive and causal . Each serves a different end purpose and can only be used in certain ways. In the online survey world, mastery of all three can lead to sounder insights and greater quality information.

What are the 11 research process? ›

"11 Steps" basically consists of 11 stages that complement each other as a method of discussion. This phased classification is as follows: Manifestation, Description, Prediction, Investigation, Determination, Diagnosis, Verification, Treatment, Reinforcement, Progress, and Tracking .

There are four main types of Quantitative research: Descriptive, Correlational, Causal-Comparative/Quasi-Experimental, and Experimental Research . attempts to establish cause- effect relationships among the variables.

There are two main categories of research methods: qualitative research methods and quantitative research methods .

  • Phenomenological Method (deriving from phenomena)
  • Ethnographic Model.
  • Grounded Theory Method.
  • Case Study Model.
  • Historical Model.
  • Narrative Model.
  • Scientific Control.
  • Primary Research.
  • Qualitative Information.
  • Research Topics.
  • Electromagnetic Spectrum.
  • Observational Study.
  • Business Experiments.
  • A study looking at how alcohol consumption impacts the brain.
  • A study to discover the components making up human DNA.
  • A study accessing whether stress levels make people more aggressive.
  • A study looking to see if gender stereotypes lead to depression.
  • Asparagus - Apareka/Pikopiko Pākehā Stems.
  • Celery - Tutaekōau/Hereri/Herewī Stems.
  • Kohlrabi - Okapi/Kara-rapi. Stems.
  • Rhubarb - Rūpapa. Stems.
  • Turmeric. Stems.

What is a stem? Stems are stereo recordings sourced from mixes of multiple individual tracks, such as drums, vocals, and bass . For example, a drum stem will typically be a stereo audio file that sounds like all of the drum tracks mixed together.

stem, in botany, the plant axis that bears buds and shoots with leaves and, at its basal end, roots . The stem conducts water, minerals, and food to other parts of the plant; it may also store food, and green stems themselves produce food.

  • Brain Injury: Prevention and Treatment of Chronic Brain Injury.
  • Data Analytics: Translational Data Analytics and Decision Science.
  • Foods for Health: Personalized Food and Nutritional Metabolic Profiling to Improve Health.
  • Food Security: Resilient, Sustainable and Global Food Security for Health.

Why is research important for STEM students? ›

Through research, we can increase our ability to handle future obstacles . Think about your cell phone. It has more computing power than all of NASA's computers during the Apollo mission just 50 years ago. STEM research today will help build technology we can only dream of using.

Fear of failing and not having the right answer is a common problem of STEM students. Especially if your class is their first STEM experience.

A research question guides and centers your research. It should be clear and focused, as well as synthesize multiple sources to present your unique argument . Even if your instructor has given you a specific assignment, the research question should ideally be something that you are interested in or care about.

A good research topic should have the following qualities. Clarity is the most important quality of any research topic. The topic should have to be clear so that others can easily understand the nature of your research. The research topic should have a single interpretation so that people cannot get distracted.

  • Step 1: Identify and Develop Your Topic. ...
  • Step 2: Find Background Information. ...
  • Step 3: Use Catalogs to Find Books and Media. ...
  • Step 4: Use Databases to Find Journal Articles. ...
  • Step 5: Find Internet Resources. ...
  • Step 6: Evaluate What You Find. ...
  • Step 7: Cite What You Find Using a Standard Format.
  • Brainstorm Quickly. Use the prompt. Outline possible options. Perform a simple Google search and find what has the most information. Choose your topic. ...
  • Research. Find research to support each point in your outline.
  • Write Quickly. Put it all on paper as you think of it.

Definition. The title summarizes the main idea or ideas of your study. A good title contains the fewest possible words needed to adequately describe the content and/or purpose of your research paper.

Engineering was overwhelmingly considered to be the biggest culprit, with 76pc of respondents naming it as 'a man's world'. Computers and technology was the next area considered in this field, though it still trailed far behind engineering at less than 17pc.

  • Cloud in a Jar. ...
  • Oil Spill. ...
  • Sticky Note Number Match. ...
  • Coding a LEGO® Maze. ...
  • Crystal Sun Catchers. ...
  • Building a Hand Crank Winch. ...
  • Build a Balance Scale. ...
  • Magnetic Slime.

topic research for stem students

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STEM Education Research

Science isn’t merely for scientists. Understanding science is part of being a well-rounded and informed citizen. Science, technology, engineering, and mathematics (STEM) education research is dedicated to studying the nature of learning, the impact of different science teaching strategies, and the most effective ways to recruit and retain the next generation of scientists.

Center for Astrophysics | Harvard & Smithsonian STEM education researchers are engaged in a number of projects:

Developing research-based tests for use in evaluating students’ knowledge of science concepts. These tests are designed to check for common differences in the way non-scientists understand a subject as compared to scientists. When offered at the beginning and end of science courses, they assess whether instruction has resulted in students' conceptual growth. The tests are freely available for education researchers and teachers, and cover the full range of elementary, secondary, and university courses in science. Misconception-Orientation Standard-Based Assessment Resources for Teachers (MOSART)

Studying ways to improve students’ preparation for introductory STEM courses in college. Students arrive at college with varying pre-college educational experiences, which often influence how well they do in their first STEM classes. To keep interested students in STEM programs, researchers look at measurable factors that predict improved performance. Factors Influencing College Success in STEM (FICS)

Discerning factors that strengthen students’ interest in pursuing a STEM career. Education researchers look at a whole range of pre-college experiences in and out of school that can affect students’ interest in pursuing STEM careers, in order to see both what encourages and what drives them away. Persistence in STEM (PRiSE)

Examining predictors of student outcomes in MOOCs. Many universities have implemented MOOCs to provide academic resources beyond the university, but the research on how well they perform compared with ordinary classes is scant. In addition, MOOCs are frequently plagued by students dropping out. By studying actual implementations of MOOCs, SED researchers hope to gather evidence to explain why many students don’t stick with the course through the end. Massive Open Online Courses (MOOCs)

Advancing Science Teaching and Learning

Public understanding of science is essential for our democratic society. At the same time, white female students and students of color are underrepresented across STEM fields, which is a problem both from equity and workforce demand perspectives. For these reasons, researchers at the Center for Astrophysics | Harvard & Smithsonian study how to improve science teaching and learning.

The Science Education Department (SED) at the Center for Astrophysics is dedicated to researching how people learn, and identifying measurable ways to evaluate learning for students in STEM classes. SED researchers have developed assessment tools designed to evaluate students’ conceptual knowledge for all levels from elementary school through university. These tests are freely available for teachers and other education specialists. Experts in the program also study the educational outcomes of massive open online courses (MOOCs) , which are widely used by universities despite the current lack of evidence on their effectiveness.

A current challenge of STEM education is the substantial underrepresentation of white female scientists and scientists of color across STEM fields, which limits the potential for innovation and excellence in scientific research. To address this problem, SED researchers study variables that predict persistence of students within the STEM pipeline, factors that impact achievement by students in STEM courses, and the development of science identity.

In addition to pursuing fundamental STEM education research, Harvard and Smithsonian educators translate these findings into practice by developing innovative science programs, curricula, interactive media, and technology-based tools for STEM learning. These research-based resources are used by educational audiences in the United States and around the world. The significance of SED’s work has been recognized in the form of grants from the National Science Foundation, NASA, and the National Institutes of Health.

Students working at the CFA

Cambridge Explores the Universe 2018, held at the Center for Astrophysics | Harvard & Smithsonian in Cambridge, MA.

Students work with the CFA

A student working with a professional astronomer at the Cambridge Explores the Universe 2018, held at the Center for Astrophysics | Harvard & Smithsonian in Cambridge, MA.

  • How can astronomy improve life on earth?
  • Solar & Heliospheric Physics
  • Science Education Department

Related News

New grant supports teen air quality studies, michael foley elected first grad student on aas education committee, cfa job shadow event makes astronomy more accessible, to navigate the heavens, take a seat, thousands of new astronomical images highlighted in latest release of worldwide telescope, astronomy educators awarded $2.8m to inspire minority youth to pursue stem careers, factors influencing college success in stem (fics), massive open online courses (moocs), misconception-oriented standards-based assessment resources for teachers (mosart), persistence in stem (prise), sensing the dynamic universe, worldwide telescope (wwt), youthastronet, telescopes and instruments, microobservatory telescope network, spitzer space telescope.

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Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities

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Undergraduate Research Experiences for STEM Students

Successes, challenges, and opportunities.

Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs.

Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful.

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National Academies of Sciences, Engineering, and Medicine. 2017. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities . Washington, DC: The National Academies Press. https://doi.org/10.17226/24622. Import this citation to: Bibtex EndNote Reference Manager

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STEM: Innovation on Teaching and Learning

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This Research Topic is focused on STEM education: based on this model, several studies have emerged on innovative approaches on teaching and learning. In order to meet the demands of developing students for the 21st century skills and given the appropriate characteristics for this goal of the STEM model, ...

Keywords : sustainable education, innovative teaching, digital learning, online learning, prospective students, in-service teachers, STEM Education, learning methodologies, elementary education, secondary education, pre-service teachers

Important Note : All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

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  • Published: 02 March 2024

Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities

  • Claudia McLaughlin Ludwig   ORCID: orcid.org/0000-0001-7256-3177 1 ,
  • Rebecca A. Howsmon 1 , 2 ,
  • Shelley Stromholt   ORCID: orcid.org/0000-0002-1120-3458 3 ,
  • Jacob J. Valenzuela 1 ,
  • Rachel Calder   ORCID: orcid.org/0009-0008-1115-1046 1 , 4 &
  • Nitin S. Baliga   ORCID: orcid.org/0000-0001-9157-5974 1 , 5 , 6 , 7  

Humanities and Social Sciences Communications volume  11 , Article number:  351 ( 2024 ) Cite this article

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  • Complex networks
  • Development studies
  • Science, technology and society

Consequential STEM experiences in informal settings can address issues of equity by fully engaging historically marginalized high school students in complex socio-scientific issues. However, inclusive and effective programs are in high demand, and there is little research on what specific aspects, context, and timeframes are most important when scaling these experiences. Using a mixed method approach, this study demonstrates that students make significant gains, in the short and long term, through in-person and remote informal programs ranging between 22-h and 320-h. Progress across STEM learning constructs is attributed to authentic research experiences, students’ connections to STEM professionals, direct hands-on participation in projects, and group work. Relative to formal education settings, research-based informal STEM programs can be implemented with minimal resources, can maintain effectiveness while scaling, and work towards addressing the societal challenge of improving STEM learning and outcomes for high school students from historically marginalized communities.

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Pamela Y. Collins, Moitreyee Sinha, … Lian Zeitz

Introduction

As a global community facing the challenges of climate change, healthcare, and other complex socio-scientific issues, it is imperative that all members of society have opportunities to develop STEM literacy so they can be well-equipped to make informed decisions and take action. STEM (science, technology, engineering, and mathematics) literacy, “the dynamic process and ability to apply, question, collaborate, appreciate, engage, persist, and understand the utility of STEM concepts and skills”, is a life-long process that is influenced by learning opportunities in both formal (in-school) and informal (out-of-school) settings (Jackson et al. 2021 ; Mohr-Schroeder et al. 2020 ). Consequential experiences with STEM, including engagement in scientific thinking, practices, and collaborations, prepare students to learn, live, work, and engage in an increasingly STEM-centric society (National Institutes of Health, 2019 ). Therefore, there is an overwhelming consensus that opportunities to develop STEM literacy are critical for all students, regardless of their future roles in the modern workforce (Feinstein et al. 2013 ; National Research Council, 2012 ).

Unfortunately, equity in STEM education remains a challenge. The stereotypes of who does and does not belong in STEM (Jackson et al. 2021 ) contribute to persistent disparities in STEM education access and engagement for underrepresented groups (Eagan et al. 2014 ). The opportunity gap for women, Black, Latinx/a/o, and Indigenous peoples, as well as their historical marginalization in science-related higher education and careers, is well documented (Building Engineering and Science Talent, 2004 ; National Institutes of Health, 2019 ; National Research Council, 2011 , 2012 ; National Science and Technology Council, 2021 ; National Science Board, 2018 ; Washington State STEM Education Innovation Alliance, 2019 ). While progress has been made since 1993, as shown by the National Science Board, the representation of each of these communities in science and engineering fields is not proportional to their share of the U.S. population (Fry et al. 2021 ; National Center for Science and Engineering Statistics, 2021 ; National Institutes of Health, 2019 ; National Science Board, 2018 ; Valantine et al. 2016 ). The implications of these inequities are far-reaching, impacting who is directly involved in scientific research as well as who benefits from the research findings (Kearney et al. 2021 ). For this paper, we use the term “historically marginalized communities” (HMC) in reference to individuals who identify as female, Black, Latinx/a/o, members of Indigenous communities, individuals with dis(abilities), and/or those affected by poverty who also experience discrimination and exclusion from STEM opportunities (National Institutes of Health, 2019 ).

To address these issues of inequity, Systems Education Experiences (SEE) within the nonprofit scientific research organization, Institute for Systems Biology (ISB), has provided rigorous, non-episodic STEM learning experiences for high school students since 2003. These experiences were initially developed as 320-h interdisciplinary, hands-on summer internships. As student interests shifted and the number of applicants to these longer-duration summer internships continued to grow, the program grew in response by designing and introducing four additional STEM experience models over 5 years. All new STEM experience models were co-created with students and teachers using the same program design principles and overall goals, but the content, timing, and context (in-person versus online) were varied. Ambassadorships began in 2016, 90-h courses in 2019, 40+ h workgroups in 2020, and 22-h short courses in 2021. Two noteworthy implications of these alternate STEM experience models were that (i) they scaled up high school student participation by 20-fold (Day et al. 2021 ; C. Ludwig et al. 2020 ; Systems Education Experiences 2023b ; Tomky, 2016 ), and (ii) despite their unique content, they all advanced students’ STEM interest, proficiency, and 21 st Century Learning Skills, while broadening participation in addressing complex, relevant, and contemporary problems.

The expansion of SEE to include four STEM experience models provided an opportunity to study whether the design and implementation of each model were equitably supporting youth, especially those from HMC, in developing STEM literacy and sustaining interest in STEM. Here, we report on the analysis of pre and post experience data collected from 239 high school students who participated in one of four STEM experience models (herein called “STEM experiences”) provided by SEE between 2003 and 2021. The data served to address three key study questions:

What progress on STEM pathways do students from HMC make as a result of participation in informal STEM learning experiences?

What successes and challenges emerge when young people from HMC engage in authentic STEM experiences?

What aspects of informal STEM learning experiences support young people from HMC in making progress on STEM pathways?

The findings from this study meet an important need within the STEM education community by providing researchers and informal science educators consequential and practical insights for supporting equitable STEM learning that can be integrated into new and existing STEM experiences. These consequential insights will help ensure all members of our society, especially those from HMC, are prepared to advocate for the needs of individuals and communities, and have the knowledge and skills to act on these needs by designing creative and innovative solutions to the complex global issues we face now and in the future.

Theoretical framework with embedded literature review

The last decades of STEM education research have provided sound theoretical guidance toward designing and implementing equitable STEM learning settings. The cross-disciplinary research team drew from numerous studies and theories to provide a foundation for this research and specifically to inform data collection and analysis. The team began with an examination of historical qualitative and quantitative SEE data and by analyzing national trends from the National Science Board 2018 Science and Engineering Indicators report (National Science Board, 2018 ). The team also looked at sociocultural theories and agreed to define learning as the transformation of participation within ongoing activity in communities of practice (Bloch et al. 1994 ; Lave, 2012 ; Rogoff, 2003 ). Current research has indicated that learning settings are typically socially and materially constructed in ways that privilege specific power and knowledge structures, often those associated with white, middle-class discourses and values (Barton et al. 2008 ; Brandt, 2008 ; Moje et al. 2001 ). To address this issue, the program design principles were re-evaluated while considering current literature on programs that aim to broaden STEM participation in consequential ways, provide equitable and authentic opportunities “to access the existing STEM knowledge base, contribute to the generation of STEM knowledge, and/or realize the benefits of STEM” (C. Garibay and Teasdale, 2019 ). This study was informed by others’ research demonstrating that broadening access through consequential participation can provide opportunities for young people to:

Engage in authentic STEM-based practices that crosscut between disciplines historically unavailable to them, as in developing models or using computational and systems thinking (National Research Council, 2012 ),

Explicitly contest historical narratives of who can do science and develop science-linked identities (H. Carlone, 2017 ; Rahm and Moore, 2016 ; Thompson, 2014 ), and

Make direct connections to their everyday lives and better understand ways they can use science to advocate for their communities (Stromholt and Bell, 2018 ).

Additionally, this study draws on Schreiner’s ( 2010 ) concept of thriving; the Equity-Oriented Conceptual Framework for K-12 STEM Literacy (Jackson et al. 2021 ); and research showing that consequential STEM learning can be achieved through designed experiences in both formal classrooms and in informal settings such as museums, science centers, and research institutes. These frameworks are described more thoroughly below in the study constructs.

Informal settings, defined as places where voluntary participation in learning happens during out-of-school time, are an important part of the STEM learning ecosystem (Hofstein and Rosenfeld, 1996 ; National Research Council, 2015 ). While there are numerous programs across the nation that provide these types of learning experiences, there remains a need within the informal STEM education community to understand what aspects of these learner engagements support youth, especially those from HMC, in developing STEM literacy and sustaining interest and participation in STEM. Based on this need, these theoretical frameworks, and the research-based program design principles, the team selected six overlapping STEM equity constructs as the focal point of this study in order to answer the three research questions. Table 1 and the sections below further describe these overlapping constructs and include a literature review highlighting related studies and the rationale for inclusion in this study.

Engagement has been broadly described as “the behaviour toward, relationship with, and a commitment to learning” (Solomonides and Reid, 2009 ). In both informal and formal settings, engagement is then related to identity, motivation, authentic tasks, relevance, and interest, among other constructs that contribute to our understanding of how and why learners participate in activities - or why they do not (James Bell et al. 2019 ). Students’ engagement was investigated as a means to determine their level of interest, satisfaction and commitment to learn and make progress towards program goals.

Awareness and intent (two key constructs within STEM pathway progression)

A consensus report from the National Academies of Sciences, Engineering, and Medicine concluded that “success is achieved when all students who are interested in STEM: are able to make informed decisions about the best course of study for them based on interests, motivation, and career aspirations; understand the variety of potential career pathways that come with STEM degrees; have a clear understanding of STEM content and practices; do not face unreasonable barriers along their pathways that discourage them or make progress impossible; and are aware of connections between STEM and societal issues and concerns” (National Academies of Sciences, Engineering, and Medicine, 2016 ). Thus, intent to pursue a STEM career is a key factor in understanding a student’s probable pathway. As such, connecting “intent” to other constructs such as awareness, interest, identity and social capital, is an active area of research (Christensen and Knezek, 2017 ; Lin et al. 2018 ). To investigate student success in pursuing a STEM pathway, we integrated data collection tools that consider students’ awareness of and intent to pursue a STEM pathway. In some cases, these are analyzed together and in others separately based on the context and research question.

STEM pathways generally refer to the movement of students along “multiple pathways” toward STEM degrees (National Academies of Sciences, Engineering, and Medicine, 2016 ). Though studies of STEM pathways focus on higher education, young people’s preparation for and decisions to embark on STEM pathways begin much earlier (Maltese and Tai, 2011 ; Sadler et al. 2012 ; Tai et al. 2006 ). All young people are part of a STEM ecosystem that includes experiences in and out of school that influence their intent to pursue and persist in STEM degree programs. However, previous work has shown that disparities in access and engagement exist for HMC beginning in K-12 and continuing into higher education (Ashford et al. 2016 ; Eagan et al. 2014 ; Sadler et al. 2012 ). In recognition of these inequities, a consensus report from the National Academies of Sciences, Engineering, and Medicine calls issue to the historical focus on graduation rates as the defining factor in STEM success, as they do not take into account the institutional context and student characteristics (National Academies of Sciences, Engineering, and Medicine, 2016 ). The authors instead draw heavily on the concept of thriving as a desirable goal in STEM pathways, a concept that attends to dimensions such as how students are academically engaged, make efforts toward goals, and connect to their community (Schreiner, 2010 ). In this study, we combined the studies discussed above to provide a strong foundation for STEM pathways research to understand how learners in the SEE program are supported, or not, by their informal STEM learning experience to make progress toward STEM success.

Identity is constructed and reinforced by the social processes and situated contexts in which learners participate (Nasir and Hand, 2006 ; Wortham, 2004 ). STEM identity is, therefore, dynamic and actively negotiated in different places and contexts (Jamie Bell et al. 2019 ; Kim et al. 2018 ; Seyranian et al. 2018 ). Interest and engagement with STEM and STEM-related careers can then be linked in part to current and future identities or how young people consider themselves in relation to narratives of “what it means to be a science person” (Kang et al. 2019 ). In any disciplinary setting, learners must negotiate the tension between their everyday ways of being with ways of being in science communities (H. B. Carlone and Johnson, 2007 ; Holland et al. 1999 ). This includes deciding what kind of science-oriented person they want to be and engaging in the appropriate practices to move toward that goal. Because of the social nature of this negotiation, learner identities are context-dependent and affected by the goals, assumptions, and recognition of others (Valdez et al. 2020 ). Students’ perceptions of their identities were investigated as a key piece of predicting whether or not they made progress towards being able to consistently and fully participate in STEM contexts.

Social capital

Social capital is the set of intangible resources powered by a person’s interpersonal relationships or social institutions that lead to productive advances that would otherwise be unlikely (Coleman, 1988 ). Two-way, or multi-directional, trusting, “developmental relationships” are particularly important for helping youth build social capital. These relationships provide opportunities for building close connections that allow young people to discover who they are, cultivate abilities to shape their own lives, and learn how to engage with and contribute to the world around them (Search Institute, 2020 ). Social capital is likely impacted for students from HMC with access to fewer social resources such as mentors and peers with shared cultural identities or experiences (Hawes, 2011 ).

21st-century learning skills

21st Century Learning Skills and the disciplinary practices of science, including interactions, tools, and language, have some common ground (Duschl et al. 2007 ). 21st Century Skills are literacies and skills like critical thinking, problem-solving, communication, and collaboration that are considered necessary for success in projected future workforces (Partnership for 21st Century Learning, 2020 ; Rich, 2010 ). This study attends to learners’ opportunities to practice disciplinary-specific 21st Century Skills that support them in collaboratively addressing relevant, complex problems. Based on the described collective insight from previous research, in this study, we measured and analyzed changes in these six constructs through retrospective pre-post surveys and interviews.

Participants

SEE has provided immersive experiences for over 800 high school students since its inception in 2003 (Systems Education Experiences, 2023a ). Of these students, 415 completed immersive experiences directly at ISB and were the focal point of this study (Fig. 1 with participant numbers in dark blue). 80% of these 415 students were from HMC. This study includes data from 239 student participants (58% of 2003–2021 participants). Data was collected from 56 alumni who completed an experience with SEE between 2003–2019 (internship or ambassadorship). Additionally, data was collected from 183 students who directly engaged in one of four STEM experience models between 2019–2021: 320-h internship, 90-h course, 40+ hour workgroup, or 22-h short-courses. All experiences were designed to support high school students in learning about the principles and practices of the systems science research at ISB, while attending to the varied needs, interests, and availability of high school students. Each experience included opportunities for students to learn about systems, develop professional skills, explore new topics, collaborate on team projects, and network socially and professionally, regardless of duration and content focus. Table 2a, b provides an overview of each experience, and more detailed descriptions can be found in the Supplemental Material.

figure 1

Bars and numbers represent the total number of high school student applicants and participants in summer experiences per year. A total of 415 students, who participated 2003–2021 are the focal point of this study.

Participant application and hiring process

For all experiences, the application process was the same. Students submitted their application online, which included responding to a series of question prompts, selecting the experience(s) they were interested in, uploading a copy of their resume and unofficial high school transcript, and having a teacher or supervisor submit a letter of recommendation on their behalf. Completed applications were reviewed by SEE staff, and a subset of applicants were invited to participate in phone and/or in-person interviews. Final selections for all experiences were made by staff and scientists based on an established rubric that took into consideration information from each touchpoint, including the students’ family background, social environment, previous STEM experience, etc. Final decisions were communicated to all applicants in May, and experiences ran throughout the out-of-school summer months of June, July, and August. For all experiences, priority acceptance was given to students from HMC and/or students who had limited previous STEM experience.

Data collection and analysis

For this study, two online surveys (SurveyMonkey) were drawn from existing and validated tools that align with the theories and constructs described above. Statistics were performed using a two-sided t test to evaluate significant differences. One survey was used with program alumni, and the other for 2019–2021 participants. Interviews were also completed for 2019–2021 participants.

Alumni survey

The retrospective alumni survey consisted of a series of items to understand the impact of the SEE experiences on the STEM pathways of alumni in comparison with their experiences in high school and other extracurricular STEM activities. The survey was emailed to students who had previously participated in a SEE experience between 2003 and 2019. Respondents were asked to rate the extent to which their experience supported their progress toward STEM success. The components of the STEM pathways framework were used as prompts, and students rated each using a scale of 1–4 (Not at all, A little, Somewhat, A lot). To make comparisons, descriptive statistics were used to generate means for each thriving component in relation to each experience. Not all respondents responded to each item. For this analysis, statistics are calculated for each item by the number of respondents who completed that item. Measures were taken to mitigate the fact that student respondents may have felt compelled to give answers that portray SEE in a positive light, as they were asked to respond to a survey about their experience that was sent out by SEE staff. These measures included both the introduction and framing of the survey and its purpose, and in the order and phrasing of the survey items. Despite these efforts, we acknowledge the data presented will be somewhat skewed, and thus, t-tests were performed to compare the three experiences to the best of our abilities.

Participant surveys

To capture student participants’ before and after attitudes towards STEM and their futures, we adapted a variety of validated tools and compiled them into a retrospective pre-post survey (Gouldthorpe and Israel, 2013 ; Hoogstraten, 1982 ; Klatt and Taylor-Powell, 2005 ; Little et al. 2020 ) that asked students to use a 4-point Likert scale to first reflect on how they felt after completing their experience (post), then reflecting retrospectively on how they felt before they began the experience (pre). The number of items for each construct ranged from 2 to 7, with some constructs addressed by both the pre-post items as well as the post-only items (Table 3 ). At the completion of each experience in 2019, 2020, and 2021, all 262 participating high school students were provided a link to the online survey via email or during the final minutes of the experience. Completion of the survey was optional, responding to each item was not required, and all responses were anonymous. As such, the sample size ( n ) for the reported results differs for each experience and construct.

To identify themes in student responses or gaps in the data with particular relevance to the STEM pathways framework, the 2020 and 2021 surveys also asked students to respond to a set of open-response questions aimed at identifying which aspects of the programs contributed to their Likert scale ratings. These questions were developed for a focus group protocol in 2019 and adapted for surveys as part of the shift to online programming in 2020.

To ensure validity of the data collection tools and the reliability of the results, we used or adapted existing instruments for the outcomes of interest. Our focus on equity, as well as on contemporary science, dictated that, to some extent data collection tools and items needed to be developed specifically for this study. In those cases, steps were taken to ensure ecological validity, ensuring as much as possible that the tools accurately reflected the settings and experiences under examination. For example, by carefully tying survey items to the specific program strands students were experiencing, at the time they were experiencing them, we aimed to create and revise tools that accurately predicted youth engagement in the programs.

The 22-h short courses consisted of two connected experiences, Tier 1 (2 h) and Tier 2 (20 h). The time between students’ Tier 1 and Tier 2 experience varied between 2 and 6 months depending on their chosen Tier 1 workshop date and Tier 2 course. Students completed a retrospective pre-post survey after completing Tier 1 (data not shown) as well as after Tier 2. Due to purposeful anonymization, we did not track student survey responses longitudinally (i.e., connecting their Tier 1 and Tier 2 survey responses). Therefore, we chose to capture three timeframes with the Tier 2 survey: before Tier 1, before Tier 2, and after Tier 2. For this publication, we chose to showcase the change in attitude using the two endpoints (before Tier 1 = pre, after Tier 2 = post) and exclude the midpoint data to align with the data from the other programs. In this way, all pre data represents students’ attitudes before starting their experience, and all post data represents students’ attitudes after completing their experience.

Mean values across all student responses within an experience were calculated for each construct’s pre and post responses; mean values were then used to calculate percent change. Descriptive statistics were calculated for all Likert scale items, including means. To identify emergent themes from the qualitative responses, the study team coded a subset of responses to develop an initial coding scheme, then revised these codes through discussion and triangulation with the full data sets. Student respondents were also asked to select the race/ethnicity and gender they identify with and/or to describe their race/ethnicity and gender using an open-response option. The four-point Likert survey responses for all students were replaced with their ordinal value (Strongly Agree = 4, Agree = 3, Disagree = 2, Strongly Disagree = 1). Individual pre and post values for each student were calculated by averaging the ordinal values across all items within each construct. Percent change was calculated for each construct by comparing the mean values of the pre vs post survey results for each program. To accurately compare pre and post responses, individual student data were removed across all items within a construct if a response to both the pre and post versions of an item were not provided. As a result, the number of students ( n ) included in the analysis for each construct differs.

Survey results—alumni

The majority of alumni progressed along STEM pathways and attributed their success to SEE features such as the authentic, hands-on experiences and direct connection to scientists. To assess the specific progress on STEM pathways that could be attributed to their participation, we asked 150 student alumni from each SEE experience from 2003–2019 to complete an online survey. Fifty-six of the 150 student alumni (37%) responded to the survey, which included 40 women and 11 men (5 did not respond to the gender identity question); 62% identified as being from a HMC.

In the first portion of the survey, respondents were asked to provide details on their academic and career path. Fifty-four of the 56 respondents (96%) reported having taken an advanced STEM course in high school; 98% went directly from high school to their undergraduate degree; 42 (78%) stated majoring or minoring in a STEM subject area for undergraduate, with biological sciences as the most common degree reported. Forty-seven (84%) stated they were currently or were planning to pursue a medical, graduate, or professional degree, with ‘Science or research’ (58%) and ‘Healthcare’ (38%) being the primary fields of work identified (even if in-school or unemployed).

In the second portion of the survey, respondents were asked to rate the extent to which their experience with SEE, their high school experience generally, and another extracurricular STEM experience, if they had one, helped them to make progress on the following STEM Pathway components: (1) make informed decisions about their course of study; (2) understand potential STEM career pathways; (3) have a clear understanding of STEM content and practices; (4) understand potential barriers in STEM and how to address them; (5) become more aware of connections between STEM and societal issues and concerns. Using a 4-point Likert scale, SEE alumni rated their experience with ISB as statistically different from their high school experiences in all five STEM pathway components (Fig. 2 ), with the largest differences in how they learned about “career pathways” (mean = 3.4 vs 2.4) and the “barriers” they might experience (mean = 3.0 vs 2.0). Those who had other extracurricular STEM experiences ( n  = 28) rated their experience with SEE as statistically different in four of the five components, particularly in how they learned “content and practices” (mean = 3.5 vs 2.9), as well as how they learned about the “societal connections” to STEM (mean = 3.0 vs 2.5). The two components with the lowest ratings across all experiences were “barriers” and “societal connections.” When the data was disaggregated by gender or race/ethnicity we found experiences with SEE consistently remained statistically different from high school experiences across all thriving components. Experiences with SEE also remained statistically different from other extracurricular experiences in supporting students’ “understanding of STEM content and practices.”

figure 2

Mean values were calculated for each experience type (SEE, Extracurricular, High School) in terms of how each contributed to the five components of the thriving framework ( x axis). Student alumni responded anonymously to each question using a 4-point Likert scale (4 = A lot, 3 = Somewhat, 2 = A little, 1 = Not at all). All comparisons are statistically significant, p  ≤ 0.05, based on t tests, except those noted as not significant (NS).

Aspects of SEE alumni experiences that contributed to STEM pathway progression

To understand what aspects of SEE contributed to alumni students’ STEM pathway success, the second portion of the retrospective alumni survey prompted students to identify specific aspects of their experience that influenced how they rated each of the components of the framework and how that aspect impacted their STEM pathway success. A representative selection of student responses is provided in Table 4 . Based on the information provided in their survey responses, 80% or more of these students are from HMC, even though only 62% are directly identified as being from an HMC on the associated survey prompt. In general, student alumni shared that their course of study, understanding of potential career pathways, barriers, and societal connections were all informed by their direct and indirect interactions with scientists, whose backgrounds spanned a variety of STEM disciplines. They attributed these interactions to: (i) helping identify and trigger interest in majors and career paths that were previously unknown to them, (ii) “illuminat[ing] the different barriers and career options in the STEM field”, and (iii) “see[ing] how the science [they did] could possibly impact the world to a great extent.” Alumni also shared that SEE provided them with opportunities to gain experience in an array of authentic STEM content and practices, including “how to pipet, use a centrifuge, manipulate data in Excel, keep a lab notebook” and “proper lab etiquette.” They also acknowledged the importance of “having the experience of working” and “observ[ing] a lot of analytical/critical audiences responding to preliminary data.”

Survey results - four STEM experience models

Of the 262 students who participated in one of the four experiences, 183 (70%) completed all or part of the survey; 153 responded to the question on gender identity, with 74% identifying as female and 1% identifying as non-binary; and 99 responded to the question on race/ethnicity (see Supplementary Tables 1 and 2 ). Results were aggregated based on the STEM equity constructs of engagement, awareness, identity, intent, social capital, and 21st Century Learning Skills, then analyzed to identify successes and challenges that emerged. The data was intentionally left demographically aggregated as the number of students in some experiences was small enough that disaggregating the data by gender, race, or ethnicity could potentially result in data being identifiable.

As demonstrated in Fig. 3 , students participating in an experience with SEE were satisfied (Fig. 3A ) and interested (Fig. 3B ) (broadly referred to as engagement), with an average of 94% and 96% positive for satisfaction and interest across all experiences (dashed lines), respectively. Students participating in the 90-h course overall rated the item “I clearly understood the goals of this program” lower than all other items related to engagement (69% positive; Fig. 3A ). Deeper analysis of the data reveals that of the five students who did not respond positively to this item, four responded positively to all other items related to satisfaction and interest, and all five demonstrated gains across all other constructs.

figure 3

Students responded to four post-only survey questions that serve to assess satisfaction A and three to assess interest B upon completion of participation with one of four SEE experiences. Presented are the percentage of positive responses (“Strongly Agree” or “Agree”) for each question, color-coded by experience. Also presented is a dashed line showing the averages, which are 94% positive for satisfaction and 96% positive for interest across all experiences.

Percent change calculations demonstrate students in all four experiences increased their awareness of STEM careers and pathways during their experience with SEE (Fig. 4 ). While longer-duration experiences (320-h, 90-h and 40+ hour) had the greatest impact on students’ awareness, it is important to note that the lower percent change for the 22-h short courses (11%) is the result of a higher pre-value mean for this experience: 3.1 (22-h) compared to 2.5 (320-h), 2.4 (90-h), and 2.6 (40+ hour), as the post-value means for all experiences are similar (3.4, 3.6, 3.4, 3.4 respectively) (Supplementary Table 3 ).

figure 4

A Scatter plots with individual circles representing the average of an individual student’s responses to questions related to each of the five constructs before their experience (pre) and after their experience (post). Violin plots overlay the scatter plots and are color-coded with lighter coloring for pre data and darker coloring for post data. Students responded anonymously to each question using a 4-point Likert scale as shown on the left. Solid circles represent pre and post means. Percent change is presented for each construct; all values (except as noted by *) are statistically significant, ≤0.001 based on the student’s paired t test. *Statistical significance is 0.04. Mean pre and post values are provided in Supplementary Table 3 . B Circular bar chart summarizes the percent change for each construct. Supplementary Fig. 1 shares a line chart as an alternative view, from the circular bar chart, summarizing the percent change for each construct.

figure 5

Percent positive for each question related to STEM awareness was calculated for pre and post experience student responses. Students responded to each question using a 4-point Likert scale. “Strongly Agree” and “Agree” were coded as positive responses and used to calculate percent positive.

Post-only survey responses demonstrate the majority of students (≥83%) found their experience conducive to building a positive STEM identity, including that the work they did was relevant, helped them see themselves working in a STEM career, and that they identified with the professionals they interacted with (Fig. 6 ). Consequently, students’ pre-post data (Figs. 4 and 7 ) demonstrates an increase in their STEM identity as a result of their experience with SEE. Specifically, overall percent change values for each experience are 17.7%, 19.2%, 12.7%, 7.9%, respectively. These percentages are relatively small due to the majority of students entering into their experience with an established STEM identity (mean pre-values for each experience are 3.3 (320-h), 3.2 (90-h), 3.3 (40+ hour), 3.4 (22-h)—Supplementary Table 3 ). Thus, even though the values did increase at the close of the program (mean post values for each experience are 3.9 (320-h), 3.8 (90-h), 3.7 (40+ hour), 3.6 (22-h)—Supplementary Table 3 ), the change is less dramatic.

figure 6

Students responded to three post-only survey questions that serve to assess whether the experience provided a suitable environment for students to develop STEM Identity. Presented are the percentage of positive responses (“Strongly Agree” or “Agree”) for each question, color-coded by experience. The dashed line represents the average, which is 95% across all questions.

figure 7

Percent positive for each question related to STEM identity was calculated for pre and post experience student responses. Students responded to each question using a 4-point Likert scale. “Strongly Agree” and “Agree” were coded as positive responses and used to calculate percent positive. N values: 320-h = 24; 90-h = 16; 40+ hour = 40; 22-h = 100.

As with identity, students from all experiences reported a high degree of interest and confidence, broadly referred to as intent, in pursuing a STEM career before their experience (mean pre values are 3.5 (320-h), 3.4 (90-h), 3.6 (40+ hour), 3.5 (22-h)—Supplementary Table 3 ). As such, the percent change for intent is also relatively small (Fig. 4 ). All students in the 320-h and 40+ hour experiences responded positively to the prompt “I would consider a career in STEM” in their pre-assessment (Fig. 8 ). In contrast pre values for this prompt were 94% and 98% for the less selective 90-h course and 22-h short-courses, respectively. However, post values across all experiences were nearly 100%.

figure 8

Percent positive for each question related to intent to pursue a STEM career was calculated for pre and post experience student responses. Students responded to each question using a 4-point Likert scale. “Strongly Agree” and “Agree” were coded as positive responses and used to calculate percent positive. N values: 320-h = 23; 90-h = 16; 40+ hour = 41; 22-h = 102.

Aggregated data across all three items related to social capital demonstrates a positive percent change across all experiences (Fig. 4 and Table 5 ). This positive trajectory is the result of significant gains across two of the three pre-post items: “I have talked to an engineer, scientist, or someone who works in technology or math about their job” and “I know someone outside of school who can help me learn more about STEM” (Fig. 9 ). Little change was seen in response to the prompt “My family and/or friends encourage me to think about a career in STEM” due to a high percent positive in both pre and post responses. Interestingly, across all experiences, only six students stated “Disagree” to this question in their pre response, with four shifting their response to “Agree” ( n  = 3) or “Strongly Agree” ( n  = 1) in their post survey. The other two maintained their “Disagree” response for pre and post, however, they both stated they plan to stay connected to “one or more of [their] mentors” as well as “peers in [their] cohort” (Table 5 ).

figure 9

Percent positive was calculated for pre and post experience reflections across all students. Students responded to each question using a 4-point Likert scale. “Strongly Agree” and “Agree” were coded as positive responses and used to calculate percent positive. N values: 320-h = 23; 90-h = 16; 40+ hour = 41; 22-h = 101.

21st century learning skills

Overall, students reported a strong foundation of professional skills upon entering their experience that was further developed during their experience with SEE (Fig. 4 ). Analysis of pre-post changes for each question demonstrates students developed confidence to “make changes when things do not go as planned” and to “manage [their] time wisely when working on [their] own” (Fig. 10 ). Students also reported high levels of confidence in their ability to “work well with different types of people” both before and after their experience. The most variable results were in response to the prompt “I take risks and try new things.” Education research demonstrates that risk-taking can buffer the negative effects of stereotype threat and is an important part of learning (Petzel and Casad, 2020 ; Shahin et al. 2021 ). During programming, SEE staff noticed students taking risks and responding to uncertainty and ambiguity. Staff consciously designed a safe and supportive environment while pushing students to take risks and think creatively during project work. The data in Fig. 10 demonstrates students across all experiences made improvements in 21st Century Learning Skills. However, the lower post results with regard to taking risks (88% in the 90-h course and 89% in the 22-h course) suggest students felt slightly less confident in this skill than others.

figure 10

Percent positive was calculated for pre and post experience reflections across all students. Students responded to each question using a 4-point Likert scale. “Strongly Agree” and “Agree” were coded as positive responses and used to calculate percent positive. N values: 320-h = 23; 90-h = 16; 40+ hour = 41; 22-h = 102.

Remote vs In-person experiences

During the course of this study, we shifted to remote experiences due to the COVID-19 pandemic and used this shift to study whether it impacted student outcomes. Of the four experiences, only the 320-h internship data is made up of both in-person and remote cohorts as the aggregated data comprises three student cohorts over 3 years; 2019 was fully in-person whereas 2020 & 2021 were fully remote. Despite the different modes, the overall experiences were quite similar in size of cohort ( n  = 10 (2019), 8 (2020), 6 (2021)), length of time, and overall design. To explore whether the mode of experience influenced student impacts, we disaggregated the data into individual cohorts (Table 6 ). Percent change between pre and post responses within each internship cohort was significant ( p  ≤ 0.05, paired t test). Starting point (pre values) comparison across cohorts demonstrates some significant difference in Identity and 21st Century Learning Skills between the 2019 and 2021 cohorts, representing the unique background experiences of students within each cohort. More importantly, cross comparison of outcomes (post values) across cohorts demonstrates little difference, with the exception of 21st Century Learning Skills in which the 2021 cohort reported significantly lower values than the 2019 and 2020 cohorts.

To better understand the source of these differences, we looked at percent positive for each of the four questions related to 21st Century Learning Skills (Fig. 11 ). These results demonstrate that 100% of students from all three cohorts developed confidence “to make changes when things do not go as planned” as a result of their experience, and sustained or improved their ability to “manage [their] time wisely when working on [their] own” and to “work well with different types of people.” It is important to note that because of the small size of the 2021 cohort (not all students answered all questions: n  = 6), the lower percent positive for the item “I work well with different types of people” is the result of a single student who responded “Disagree” to this question. This student responded positively to all other post items, and their “Disagree” response is actually an increase from their pre response of “Strongly Disagree”, thus this response still represents a positive impact on the overall learning for that particular student. Similarly, 100% of the 2019 and 2021 cohort students felt positive they could “take risks and try new things” while only 88% of the 2020 cohort students felt the same. Again, because of the small cohort size ( n  = 8), this seemingly significant impact is the result of a single “Disagree.” In this particular case, this post response is a sustained feeling from their pre response which was also “Disagree”, signifying this is a skill the student is still developing.

figure 11

Percent positive was calculated for pre and post internship reflections across all students. Students responded to each question using a 4-point Likert scale. “Strongly Agree” and “Agree” were coded as positive responses and used to calculate percent positive. IP = in-person experience; R = remote experience. N values: 2019 = 10; 2020 = 8; 2021 = 5.

Aspects of the experiences that contributed to students’ development of STEM literacy and interest in STEM

To understand what aspects of the different experiences contributed to their STEM learning, the second portion of the retrospective pre-post participant survey prompted students to identify the specific aspects of their experience that impacted their growth in the aforementioned constructs, including “Develop identity as someone who can do STEM” (Identity), “Becomes more interested in STEM or STEM careers” (Intent), “Learn about career options and how to get there” (Awareness), “Develop social capital” (Social Capital), and “Learn 21st century skills” (21st Century Learning Skills). All responses were coded to identify activity themes, and then the percentage of students who attributed each theme to a supported construct was calculated based on the total number of respondents for each respective construct (Table 7 ).

As demonstrated in Table 7 , the constructs Identity and Intent were supported by every activity theme identified by student respondents. The two activity themes that were identified by students as having the greatest impact on their identity and intent were “Using scientific tools and materials” (26%) and “Guest speakers, interviews, and career-connected videos” (29%). Interestingly, “Guest speakers, interviews, and career-connected videos” was also identified as supporting students in all other assessed constructs. Seventeen percent of respondents also attributed “Research Activities” to supporting their identity and intent. For example, one student shared, “The process of learning python and dedicating my project to it was extremely empowering to me in feeling like I was accepted in the STEM world—especially knowing that the data analysis I was doing was similar to what actual scientists do.”

Survey data also showed that participants’ presentations and project work supported STEM learning across all constructs (Table 7 ). At the culmination of each experience, students created projects showcasing their learning. For more description on culminating projects and student quotes highlighting the positive impact of these projects, please see the Supplemental Material.

All young people are part of a STEM ecosystem that includes experiences in and out of school that influence their intent to pursue and persist in STEM degree programs. Participation in informal STEM learning has been shown to support sustained interest in STEM and STEM career paths, with potentially greater impact than formal experiences (P. Bell et al. 2009 ; Falk and Dierking, 2010 ; Gupta and Siegel, 2008 ; Habig et al. 2020 ; Tytler and Osborne, 2012 ; VanMeter-Adams et al. 2014 ). However, in science learning settings, learners from HMC are more likely to find a shift to full engagement in science learning difficult or inaccessible as they struggle to negotiate the valued practices and identities at play (Morton and Parsons, 2018 ). As a result, young people may not see science as relevant to their daily lives, feel welcome in science, or see science as something for them (Bang et al. 2013 ; Kang et al. 2019 ; Shea and Sandoval, 2020 ). The current study sought to identify practical insights for supporting equitable STEM learning by studying the design and implementation of a variety of STEM learning experiences provided by SEE. To do this, retrospective survey data collected from 56 alumni who had participated between 2003 and 2019 was analyzed, as well as retrospective pre-post survey data collected from 183 students who had participated in one of four SEE experiences between 2019 and 2021. The data collection tools were framed around common constructs considered in designing and implementing equitable STEM learning settings, and the analysis addressed three study questions.

Q1: What progress on STEM pathways do students from HMC make as a result of participation in informal STEM learning experiences?

To address the first study question, a traditional view of STEM pathways was used to demonstrate that SEE alumni made progress along STEM pathways, including completing or intending to complete an undergraduate, graduate, and/or professional degree in a STEM major, as well as being actively or previously employed in a STEM field. Studies show that focusing on graduation rates as the defining factor in STEM success does not take into account the institutional context and student characteristics (National Academies of Sciences, Engineering, and Medicine, 2016 ). Therefore, the current study also took a broad view of STEM pathways, supported by a 2016 consensus report from the National Academies of Sciences, Engineering, and Medicine, that focuses on dimensions of success with an expansive definition of “thriving” that includes informed decision-making, awareness of career options, connections to the community, and examination of barriers to STEM opportunities (Engineering, N. A. of, & Engineering, and M. N. A. of S., 2016 ; Schreiner, 2010 ).

The data presented in Fig. 2 highlights the important work SEE, and other informal extracurricular activities are doing to support students from HMC in making progress toward STEM success outside the formal classroom. Specifically, students reported that their SEE experience uniquely supported them in making informed decisions about their course of study, understanding potential STEM career pathways, content and practices, and building awareness of societal connections with STEM. As documented in the literature, this focus on broadening access through consequential participation can provide opportunities for young people to engage in authentic STEM-based practices that crosscut between disciplines historically unavailable to them (National Research Council, 2012 ); explicitly contest historical narratives of who can do science and develop science-linked identities (H. Carlone, 2017 ; Rahm and Moore, 2016 ; Thompson, 2014 ); and make direct connections to their everyday lives and better understand ways they can use science to advocate for their communities (C. Garibay and Teasdale, 2019 ; Stromholt and Bell, 2018 ). The practical implications of these results are for informal STEM settings to continue to emphasize: (1) full engagement of students from HMC as they contribute to authentic STEM projects that are relevant to their lives and communities, (2) opportunities for students to share their contributions publicly such as on a website so they can be recognized by others for their contributions, (3) opportunities for mentors and students to stay connected to support students as they navigate barriers and decisions on courses of study, potential STEM career pathways, and societal connections of their current and future work. Search Institute’s Developmental Relationship Framework can guide ways of supporting students (Search Institute, 2020 ).

Q2: What successes and challenges emerge when young people from HMC engage in authentic STEM experiences?

The second study question was addressed through analysis of both alumni data and participant data from students who had engaged in a SEE experience between 2019 and 2021. By measuring engagement, identity, social capital, 21st Century Learning Skills, awareness, and intent, the study identified the following successes and challenges when engaging young people from HMC in authentic STEM experiences.

Students’ STEM learning can successfully be supported with a variety of experience durations, with some limitations

The expansion of SEE to include 320-h, 90-h, 40+ hour, and 22-h programming provided a unique opportunity to explore how program duration may impact students’ STEM learning, particularly for students from HMC. As demonstrated from the data analysis presented in Figs. 2 – 11 , the overall outcomes for all experiences were very similar, demonstrating the positive impact of SEE on supporting students’ success in STEM pathways regardless of the duration of the experience. Students who participated in any of the SEE experiences were consistently engaged during participation, developed awareness of STEM careers and pathways, built STEM identity, interest, social capital, and confidence to pursue a STEM career, and developed 21 st Century Learning Skills, regardless of the experience duration. This is positive news for programs with limited resources and / or programs interested in expanding their offerings. One of the many practical implications of this is to focus on co-creating programs using research-based design principles and common goals. The duration of the experience is less relevant if the design is focused on the principles and the co-created goals. Based on the large number of applications we receive from students from HMC, we are certain they are eager to participate. Positive outcomes are not only possible, but meaningful and long-lasting for participants. To increase the number of students from HMC applying to programs, focus recruitment efforts on partnering with other local high school programs that serve HMC, such as MESA, Upward Bound, and other such well-established programs. Additionally, provide stipends to enable participation. Finally, it is imperative to always follow through with programming at the highest level possible. Participants share their experiences with upcoming potential applicants. Positive experiences each year will lead to more and more applicants in future years.

One limitation, while subtle, emerged with the 22-h experience. Specifically, a few students reported that their 22-h experience did not support them in developing an understanding of “what kinds of STEM careers [they] could have in the future” and “what scientists, engineers, and people who work in technology or math do in their jobs” ( n  = 9 and 8, respectfully). This is in contrast to data from the 320-h, 90-h, and 40+ hour experiences in which 100% of students positively reported being supported in these areas (Fig. 5 ). Similarly, the results in Fig. 9 demonstrate fewer students from the 22-h short courses reported that they “have talked to an engineer, scientist, or someone who works in technology or math about their job” or “know someone outside of school who can help me learn about STEM.” Collectively, this data highlights the challenges of creating space in short-duration experiences for meaningful career-connected activities that align with students’ content learning. This, however, can be mitigated in many ways, such as by having scientists actively participate in programming through interviews, videos, meet-and-greets, job shadows, etc.

A second limitation is in the area of social capital. While social capital improved across all experiences, it is apparent in Table 5 that students’ connection to peers improves at a decreasing amount relative to the length of experience. We believe this is due, in part, to the amount of time and to cohort size. Students built capital with their mentors, but we did not include as much time for peers to connect, and that is apparent in the data. We also think this is due, in part, to the wording of the survey item. In a more recent survey, we asked students if they “plan to stay connected with one or more of the peers in my cohort” (rather than “to peers in my cohort.” This resulted in higher percentages of students answering “Agree” and “Strongly Agree.” This highlights the challenges of choosing what to focus on with the shorter amounts of program time. However, this can be easily mitigated if social capital with peers is an important learning goal. One of many practical ways to do this is to have a near-peer mentor join the cohort with the explicit goal of helping the cohort connect through team-building activities and common STEM-related projects. Use near-peer mentors who were previous participants if possible. This provides leadership skills for a near-peer mentor who may be just 1–2 years older than the cohort and provides concrete ways of having students spend time with each other while learning new content and skills.

Both in-person and remote informal STEM learning experiences can support students’ STEM success, with some limitations

The data provided an opportunity to study whether the mode of experience (in-person vs remote) impacted students’ STEM learning, as the 320-h internship experience was held in-person in 2019 and then transitioned to remote for 2020 & 2021 due to COVID-19 restrictions. Based on the data analysis in Table 5 , the mode of internship experience did not appear to have a significant impact on student growth. We are cautious to extend this claim to all experiences without having definitive case-control comparisons, as each type of experience is unique in content and delivery. As an example, one of the 22-h remote short courses required students to conduct a hands-on laboratory experiment at home. While supplies were provided, some students reported not being able to complete the experiment successfully due to issues in receiving materials and finding space in their homes to maintain an experiment. Despite these isolated challenges, there is still value in providing remote STEM experiences, as they provide opportunities to extend the reach of the program and access to students who may have time and location limitations. However, care should be taken to understand where each student is with their level of interest in the content area, as students who enter into experiences with established “individual interest” may be more resilient when faced with challenges than others who are in an earlier phase of interest development (Hidi and Renninger, 2006 ). A practical implication of this is for program providers to get to know students prior to and/or early in their participation. True co-creation of programming with students makes it possible to provide the care that is suggested above. It also allows you to craft an experience that has the appropriate level of risk and reward. Other studies of informal STEM learning experiences during COVID-related closures in the United States found that these types of programs could support STEM-related outcomes such as researcher identity (Marvasi et al. 2019 ; Ray and Srivastava, 2020 ). Another practical implication for improving researcher identity is to consider virtual labs that may be more effective than a challenging hands-on at-home lab without in-person support. Co-creation of the experience with students also fosters ongoing conversations to process the labs, content, and general ups and downs of research in a way that is supportive of researcher’s identity.

Supports are needed to help students understand and navigate barriers along STEM pathways and understand societal connections to STEM

The student alumni data brought to light a need for both formal and informal programs to help students understand how to navigate the barriers they might face along their STEM pathway journey. Student alumni rated SEE, extracurricular, and classroom experiences lower in this component as compared to the other components of STEM pathway success (Fig. 2 ). Additionally, alumni reported that SEE better supported their understanding of societal connections to STEM as compared to extracurricular and classroom experiences, they gave this component a lower average rating across all experiences. These are important insights that need to be addressed to ensure STEM learning opportunities are supporting students’ current and future success along STEM pathways.

Previous work has found that providing opportunities to approach STEM from a societal perspective (as well as from personal interests) is important to broadening their perspectives about STEM careers (Lee et al. 2018 ). Garibay ( 2015 ) found that these societal connections are especially important for students from HMC as they are more likely to view their purpose for majoring in STEM as a means to create a better world, concluding that “changing the culture of STEM disciplines to include and make these values more visible may go a long way in meeting the needs of [students from HMC] in STEM” (p. 627) (J. C. Garibay, 2015 ).

Areas of consideration for supporting students in understanding and navigating barriers and societal connections in STEM were identified through students’ open-response data (Table 4 ). Specifically, SEE alumni attributed their growth to “see[ing] many researchers in different roles and at different points in their careers” as well as “see[ing] how the science that I do could positively impact the world to a greater extent.” These student perspectives are supported by previous research demonstrating the importance of showcasing to students “a diverse range of identities” and “non-traditional ways of doing or being in STEM (Çolakoğlu et al. 2023 ). Recent studies have argued that there is a need to better understand and make explicit the barriers that students from HMC face as they navigate STEM pathways, such as exposure to stereotypes, inadequate academic preparation, and human and cultural capital (Hurtado et al. 2011 ; Major and Godwin, 2018 ; Pierszalowski et al. 2021 ). While making these barriers explicit to researchers and practitioners is crucial so that they can work to remove these barriers at the institutional level and reshape the culture of science, it is important for students to also be aware of barriers so that they can make choices that may enhance their experiences and socialization into STEM communities (e.g., Hurtado et al. 2011 ).

Students need support in making intentional connections to program goals

Creating an environment in which students feel supported, comfortable in asking questions and sharing ideas, and understanding the goals and expectations, is critically important to their success during an experience as well as to the continued development of their interests in STEM (Hidi and Renninger, 2006 ). Because of this, students’ engagement can influence how they think about the impact of an experience on their STEM awareness, identity, interest, social capital, and 21st Century Learning Skills. In the present study, students reported being strongly engaged during their experience. However analysis of the data presented in Fig. 3 demonstrates students in the 90-h course rated their understanding of the goals lower than all other experiences. While this did not appear to impact the ratings of all other constructs for this group of students (Fig. 4 ), it is an important facet to call out as research strongly demonstrates the importance of goal-setting for “self-regulated learning, self-efficacy, intrinsic motivation, and cognitive engagement (Midwest Comprehensive Center, 2018 ). Additionally, it should be noted that efforts to support students in making connections to goals throughout the learning experience (not just at the beginning) are needed to support all phases of interest development (Hidi and Renninger, 2006 ). A practical implication that helps students make this connection is to create shared spreadsheets or program management charts. From the beginning and throughout their experience, participants can use these to track their progress toward achieving goals, subgoals, and milestones. This also builds students’ general, applicable professional job skills. A similar technique that further enhances STEM skills in the area of data visualization is to have them track goal progression by creating a heatmap (C. M. Ludwig, 2023 ).

Q3: What aspects of informal STEM learning experiences support young people from historically marginalized communities in making progress on STEM pathways?

The third study question was addressed by analyzing open-response data from all SEE participants who were asked to reflect on their experience and identify specific aspects that contributed to their STEM pathway success.

Interactions with STEM professionals support students in making important connections to successful STEM career trajectories

A common thread throughout the student responses was the positive impact of direct and indirect interactions with scientists and other STEM professionals from diverse STEM disciplines. SEE provided multiple and varied opportunities for students to learn about the experiences of professionals from diverse STEM fields and career paths, including question and answer sessions, exploring the suite of career-connected “Systems Thinkers in STEM” videos and profiles, and interviewing STEM professionals (Systems Education Experiences, 2023c ). In addition, student interns also had the opportunity to attend authentic research presentations through their lab groups and at ISB-wide events. Alumni shared that these interactions introduced them to STEM fields and career pathways they were not aware of prior to their experience, and positive, focused, and respectful guidance by mentors supported them in building confidence (Table 7 ). Student participants echoed these statements by connecting their interactions with STEM professionals to the development of awareness, intent, social capital, identity and 21 st Century Learning Skills (Table 7 ). One student shared that interviewing professionals helped them “become more aware of career options, but hearing about their journey and what exactly they did gave me a clear picture of what it takes to be successful.” Another student shared that one of the most important things they learning about STEM careers during their experience with SEE was how “numerous and accessible” STEM careers were and that there are “many different pathways to a career in the STEM field.” Students also reported that professionals helped them in identifying the next steps by “suggesting that we take the STEM classes that we can, and take time on our own to do what isn’t taught in class.”

These professional connections also expanded students’ social capital, extending the reach of the program beyond the boundaries of the experience. One student stated that “learning about each individual role was so cool and I know there is someone I can email if I have a question in a certain topic just because of how diverse the scientific focus is at ISB.” These examples and impact may come as no surprise based on the vast research on legitimate peripheral participation in communities of practice (Bloch et al. 1994 ; Clarke et al. 2001 ).

Though Gamse et al. ( 2017 ) found few studies that describe specifically how these mentor interactions lead to positive outcomes in undergraduate research experiences (Gamse et al. 2017 ), many informal STEM studies have shown that interactions with faculty/staff/STEM professionals are an important aspect of a meaningful learning community for students: for helping students to choose research projects (Craney et al. 2011 ), providing insights into STEM pathways and building social capital (Carrino and Gerace, 2016 ), and supporting students’ sense of belonging (Vannier et al. 2023 ). Opportunities to connect with STEM professionals are more readily available in informal STEM learning settings as they are typically situated within a professional STEM environment in which students have access to resources, space, people, and narratives that are generally unavailable to young people in formal classrooms. Results from the current study demonstrate that despite this access, intentional supports are needed to connected students to these resources. Analysis in 2023 completed by Çolakoğlu and colleagues suggests that in addition to professional engagements with STEM professionals from diverse backgrounds, programs should intentionally build in regular social activities “that allow students to get to know each other as well as educators and community members on a personal level” (Çolakoğlu et al. 2023 ). These activities serve to “foster social networks between participants as well as between participants and staff.” Having a supportive community of friends and mentors provides diverse perspective and guidance to help individuals navigate pathways and expand opportunities.

Authentic research activities provide opportunities for using professional tools and foster positive identities

Interest and engagement with STEM and STEM-related careers are linked to how young people consider themselves in relation to narratives of “what it means to be a science person” (Kang et al. 2019 ). Therefore, STEM identity is an integral aspect of learning that requires individuals to engage in appropriate practices that help them negotiate the tension between their everyday ways of being with ways of being in science communities (H. B. Carlone and Johnson, 2007 ; Holland et al. 1999 ). As part of each SEE experience, students built their understanding of phenomena and identified explanations and/or solutions to driving questions. In doing so they were guided through authentic STEM research practices, used authentic STEM tools and resources, and built knowledge of core STEM principles. Student reflections highlight the impact of these authentic experiences in developing their identity as a person in STEM and in building confidence in their knowledge and skills. These findings align with other studies of student engagement in authentic STEM activities (Estrada et al. 2018 ; Singer et al. 2020 ; Talafian et al. 2019 ). For example, Newell and Ulrich found that authentic research activities in course-based undergraduate research experiences led to positive outcomes such as scientific self-efficacy, scientific identity, career intent, value orientation, and mentorship (Newell and Ulrich, 2022 ).

There continues to be an important need within the STEM education community for researchers and informal science educators to provide equitable STEM experiences for students from HMC to participate in addressing the complex global issues our communities face. This study identifies consequential insights for supporting students from HMC in making progress on STEM pathways and demonstrates that informal STEM learning programs can provide experiences that are unique from formal education settings. These real-world experiences and environments uniquely supported students in making informed decisions about their course of study, understanding potential STEM career pathways, content and practices, and building awareness of societal connections with STEM. Participant data demonstrate that though students may need more explicit support to make connections to program goals, interactions with STEM professionals supported students in making important connections to successful STEM career trajectories, and authentic research activities provided opportunities for using professional tools and fostering positive identities. Importantly, this study demonstrates that these impacts can be achieved in longer-duration internships, intensive 90-h courses, medium-duration workgroups, and shorter-duration courses, both in-person and in virtual settings, with some trade-offs. Finally, this study shows that further supports are needed in these settings to help students understand and navigate barriers along STEM pathways and understand societal connections to STEM.

This study provides practical insights for advancing informal STEM learning and outcomes for students from HMC. When considering what efforts or programs to lead and sustain, there are ample program models that align with available resources and capacity. New modes and inclusive cultures of virtual programming have opened many doors for students and practitioners. This study demonstrates that leading and sustaining these effective STEM programs is possible with minimal resources and leads to outcomes that have been shown to be important in students’ ongoing STEM journeys. The analyses also identified meaningful program components and ways to mitigate trade-offs when scaling STEM experiences to help ensure positive STEM trajectories. These include providing program management charts, near-peer mentors, and staying true to the co-creation of all experiences to facilitate honest, two-way, supportive discussions. Ultimately, this study provides evidence that wide integration of such programs has the potential to address societal challenges by (1) broadening the STEM workforce towards having a more representative number of people from historically marginalized communities in STEM fields, (2) improving the likelihood of success in STEM for these communities, (3) enhancing real-world problem solving and innovation, and (4) improving society’s overall readiness to benefit from today’s and tomorrow’s STEM advances.

Data availability

The datasets generated and/or analyzed during this study are not publicly available due to general data protection regulations, but are available from the corresponding authors on reasonable request. The curricular materials, program overviews and design principles are available publicly on the SEE websites (Systems Education Experiences, 2023b ). More detailed program frameworks, agendas, and course materials are available from the corresponding authors upon reasonable request.

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Acknowledgements

We acknowledge the student participants and their research mentors who guided program components, with particular acknowledgments being given to Jessica Day, Serdar Turkarslan, Mónica V. Orellana, Adrian Lopez Garcia de Lomana, Jennifer Hadlock, Yong Zhou, Eliza Peterson, Raymond Williams, Christopher Lausted, Nina Arens, Zac Simon, Maryann Ruiz, Allison Cusick, Warren Carter, Naeha Subramanian, Sean Gibbons, Christian Diener, Noa Rappaport, Gwênlyn Glusman, Priyanka Baloni, Nyasha Chambwe, Varsha Dhankani, Alex Carr, Vivek Srivinais, David Reiss, Paul Shannon, Aaron Brooks, Nic Pinel, Lee Pang, Marc Facciotti, Thurston Herricks, Guenther Kahlert, and others listed within SEE webpages for their essential role as mentor and/or program designer. We also thank teachers Elizabeth Rider, Emily Borden, Dawn Tessandore, Barbara Steffens, and Mari Knutson Herbert, who helped significantly during student programming. Thank you also to Tiffany Clark, Patrick Ehrman, Jennifer Eklund, and Caroline Kiehle who were key thought partners on the programming and/or research and evaluation efforts. Thank you to Sara Calder for proofreading the final version of this manuscript. Funding for this study and the student programs was provided through the National Science Foundation (NSF-DBI 0640950 and 1565166 to NSB and CML; NSF-OCE 0928561, NSF-MCB 1316206, 1616955, 1518261, and 2105570, NSF-IOS 2050550, and NSF-DBI 2042948 to NSB). Other funding was provided to CML through the Boeing Company’s Charitable Trust, School’s Out Washington via the Washington State Department of Commerce, the Dean Witter Foundation, and through ISB’s philanthropic partners with significant gifts by Douglas Howe and Dee Dickinson.

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NSB and CML designed and developed the SEE program framework. SS, CML, RH collaboratively designed the study plan with oversight by NSB. SS implemented the study plan in 2018–2019. In 2020–2021, RH adjusted and implemented the surveys within the study plan with oversight by SS and CML. CML, RH, RC, and JJV designed content, provided management and assisted with teaching and mentoring during student programming. RH, SS, JJV, CML analyzed data, constructed tables, and generated data visualizations. JJV completed the final data visualization and graphics. JJV, SS, RH, and RC contributed to the references, while JJV managed the reference database. All authors contributed to the writing and approved the final manuscript.

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The study protocol was designed and executed in compliance with the code of ethics set out by the institute where the research was conducted, as required by the Helsinki Declaration. The study, “Assessing the Internship Component of Systems Education Experiences” was determined to be exempt from DHHS regulations by the Western Institutional Review Board under 45 CFR §46.101(b)(1); research conducted in established or commonly accepted educational settings involving normal educational practices.

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All study participants were provided a plain language statement describing the study and the personnel conducting the study. Consent to participate in the study was obtained from all participants and/or their legal guardians. All study surveys were optional and anonymous. In addition, all study data collected via in-person interactions (i.e., through in-person interviews) was optional and anonymized.

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Ludwig, C.M., Howsmon, R.A., Stromholt, S. et al. Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities. Humanit Soc Sci Commun 11 , 351 (2024). https://doi.org/10.1057/s41599-024-02797-w

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Research unveils effective STEM program models for high school students from historically marginalized communities

by Institute for Systems Biology

New research unveils effective STEM program models for high school students from historically marginalized communities

An Institute for Systems Biology (ISB)-led study has unveiled important insights and actionable protocols into providing equitable STEM (Science, Technology, Engineering, and Mathematics) experiences for high school students from historically marginalized communities. The research highlights the transformative power of informal STEM learning in addressing societal challenges and the ease with which many organizations could provide these important opportunities.

In a paper published in Humanities and Social Science Communications , ISB researchers demonstrate significant gains among high school students participating in in-person and remote informal STEM programs, ranging from 22 to 320 hours in length. Key factors contributing to this success include authentic research experiences, connections with STEM professionals, hands-on projects, and collaborative group work.

"Real-world experiences and interactions with STEM professionals were found to play a pivotal role in guiding students' educational decisions and fostering awareness of STEM career paths and societal connections," said Claudia McLaughlin Ludwig, lead author of the paper and director of ISB's Systems Education Experiences (SEE) program. "Informal STEM programs can be implemented with minimal resources while also being effectively scaled."

The study offers consequential insights for advancing informal STEM learning, emphasizing the importance of co-creating experiences with students. A few other practical insights include utilizing transparent program management tools, providing a means for students' work to be broadly shared, and helping students stay connected to their mentors and peers. Furthermore, virtual programming has emerged as a promising avenue, promoting inclusivity and expanding opportunities for STEM education.

"One of the most important findings of our study was that there are numerous ways in which any organization can make impactful contributions toward broadening participation in STEM careers. What is absolutely key, however, is that the informal learning experiences should be engaging, authentic, and contextualized by real world problems," said ISB Professor and Director Dr. Nitin Baliga, the senior author on the paper.

Baliga founded the SEE program specifically to provide authentic scientific experiences to high school students from diverse backgrounds.

These programs have the potential to address societal challenges by diversifying the STEM workforce, enhancing problem-solving skills, and preparing communities for future STEM advancements.

This research marks a significant stride toward creating a more inclusive STEM education landscape, and underscores the importance of collaborative efforts to ensure that all high school students, regardless of background, can access quality STEM education and realize their full potential.

Provided by Institute for Systems Biology

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189+ Good Quantitative Research Topics For STEM Students

Quantitative research is an essential part of STEM (Science, Technology, Engineering, and Mathematics) fields. It involves collecting and analyzing numerical data to answer research questions and test hypotheses. 

In 2023, STEM students have a wealth of exciting research opportunities in various disciplines. Whether you’re an undergraduate or graduate student, here are quantitative research topics to consider for your next project.

If you are looking for the best list of quantitative research topics for stem students, then you can check the given list in each field. It offers STEM students numerous opportunities to explore and contribute to their respective fields in 2023 and beyond. 

Whether you’re interested in astrophysics, biology, engineering, mathematics, or any other STEM field.

Also Read: Most Exciting Qualitative Research Topics For Students

What Is Quantitative Research

Table of Contents

Quantitative research is a type of research that focuses on the organized collection, analysis, and evaluation of numerical data to answer research questions, test theories, and find trends or connections between factors. It is an organized, objective way to do study that uses measurable data and scientific methods to come to results.

Quantitative research is often used in many areas, such as the natural sciences, social sciences, economics, psychology, education, and market research. It gives useful information about patterns, trends, cause-and-effect relationships, and how often things happen. Quantitative tools are used by researchers to answer questions like “How many?” and “How often?” “Is there a significant difference?” or “What is the relationship between the variables?”

In comparison to quantitative research, qualitative research uses non-numerical data like conversations, notes, and open-ended surveys to understand and explore the ideas, experiences, and points of view of people or groups. Researchers often choose between quantitative and qualitative methods based on their research goals, questions, and the type of thing they are studying.

How To Choose Quantitative Research Topics For STEM

Here’s a step-by-step guide on how to choose quantitative research topics for STEM:

Step 1:- Identify Your Interests and Passions

Start by reflecting on your personal interests within STEM. What areas or subjects in STEM excite you the most? Choosing a topic you’re passionate about will keep you motivated throughout the research process.

Step 2:- Review Coursework and Textbooks

Look through your coursework, textbooks, and class notes. Identify concepts, theories, or areas that you found particularly intriguing or challenging. These can be a source of potential research topics.

Step 3:- Consult with Professors and Advisors

Discuss your research interests with professors, academic advisors, or mentors. They can provide valuable insights, suggest relevant topics, and guide you toward areas with research opportunities.

Step 4:- Read Recent Literature

Explore recent research articles, journals, and publications in STEM fields. This will help you identify current trends, gaps in knowledge, and areas where further research is needed.

Step 5:- Narrow Down Your Focus

Once you have a broad area of interest, narrow it down to a specific research focus. Consider questions like:

  • What specific problem or phenomenon do you want to investigate?
  • Are there unanswered questions or controversies in this area?
  • What impact could your research have on the field or society?

Step 6:- Consider Resources and Access

Assess the resources available to you, including access to laboratories, equipment, databases, and funding. Ensure that your chosen topic aligns with the resources you have or can access.

Step 7:- Think About Practicality

Consider the feasibility of conducting research on your chosen topic. Are the data readily available, or will you need to collect data yourself? Can you complete the research within your available time frame?

Step 8:- Define Your Research Question

Formulate a clear and specific research question or hypothesis. Your research question should guide your entire study and provide a focus for your data collection and analysis.

Step 9:- Conduct a Literature Review

Dive deeper into the existing literature related to your chosen topic. This will help you understand the current state of research, identify gaps, and refine your research question.

Step 10:- Consider the Impact

Think about the potential impact of your research. How does your topic contribute to the advancement of knowledge in your field? Does it have practical applications or implications for society?

Step 11:- Brainstorm Research Methods

Determine the quantitative research methods and data collection techniques you plan to use. Consider whether you’ll conduct experiments, surveys, data analysis, simulations, or use existing datasets.

Step 12:- Seek Feedback

Share your research topic and ideas with peers, advisors, or mentors. They can provide valuable feedback and help you refine your research focus.

Step 13:- Assess Ethical Considerations

Consider ethical implications related to your research, especially if it involves human subjects, sensitive data, or potential environmental impacts. Ensure that your research adheres to ethical guidelines.

Step 14:- Finalize Your Research Topic

Once you’ve gone through these steps, finalize your research topic. Write a clear and concise research proposal that outlines your research question, objectives, methods, and expected outcomes.

Step 15:- Stay Open to Adjustments

Be open to adjusting your research topic as you progress. Sometimes, new insights or challenges may lead you to refine or adapt your research focus.

Following are the most interesting quantitative research topics for stem students. These are given below.

Quantitative Research Topics In Physics and Astronomy

  • Quantum Computing Algorithms : Investigate new algorithms for quantum computers and their potential applications.
  • Dark Matter Detection Methods : Explore innovative approaches to detect dark matter particles.
  • Quantum Teleportation : Study the principles and applications of quantum teleportation.
  • Exoplanet Characterization : Analyze data from telescopes to characterize exoplanets.
  • Nuclear Fusion Modeling : Create mathematical models for nuclear fusion reactions.
  • Superconductivity at High Temperatures : Research the properties and applications of high-temperature superconductors.
  • Gravitational Wave Analysis : Analyze gravitational wave data to study astrophysical phenomena.
  • Black Hole Thermodynamics : Investigate the thermodynamics of black holes and their entropy.

Quantitative Research Topics In Biology and Life Sciences

  • Genome-Wide Association Studies (GWAS) : Conduct GWAS to identify genetic factors associated with diseases.
  • Pharmacokinetics and Pharmacodynamics : Study drug interactions in the human body.
  • Ecological Modeling : Model ecosystems to understand population dynamics.
  • Protein Folding : Research the kinetics and thermodynamics of protein folding.
  • Cancer Epidemiology : Analyze cancer incidence and risk factors in specific populations.
  • Neuroimaging Analysis : Develop algorithms for analyzing brain imaging data.
  • Evolutionary Genetics : Investigate evolutionary patterns using genetic data.
  • Stem Cell Differentiation : Study the factors influencing stem cell differentiation.

Engineering and Technology Quantitative Research Topics

  • Renewable Energy Efficiency : Optimize the efficiency of solar panels or wind turbines.
  • Aerodynamics of Drones : Analyze the aerodynamics of drone designs.
  • Autonomous Vehicle Safety : Evaluate safety measures for autonomous vehicles.
  • Machine Learning in Robotics : Implement machine learning algorithms for robot control.
  • Blockchain Scalability : Research methods to scale blockchain technology.
  • Quantum Computing Hardware : Design and test quantum computing hardware components.
  • IoT Security : Develop security protocols for the Internet of Things (IoT).
  • 3D Printing Materials Analysis : Study the mechanical properties of 3D-printed materials.

Quantitative Research Topics In Mathematics and Statistics

Following are the best Quantitative Research Topics For STEM Students in mathematics and statistics.

  • Prime Number Distribution : Investigate the distribution of prime numbers.
  • Graph Theory Algorithms : Develop algorithms for solving graph theory problems.
  • Statistical Analysis of Financial Markets : Analyze financial data and market trends.
  • Number Theory Research : Explore unsolved problems in number theory.
  • Bayesian Machine Learning : Apply Bayesian methods to machine learning models.
  • Random Matrix Theory : Study the properties of random matrices in mathematics and physics.
  • Topological Data Analysis : Use topology to analyze complex data sets.
  • Quantum Algorithms for Optimization : Research quantum algorithms for optimization problems.

Experimental Quantitative Research Topics In Science and Earth Sciences

  • Climate Change Modeling : Develop climate models to predict future trends.
  • Biodiversity Conservation Analysis : Analyze data to support biodiversity conservation efforts.
  • Geographic Information Systems (GIS) : Apply GIS techniques to solve environmental problems.
  • Oceanography and Remote Sensing : Use satellite data for oceanographic research.
  • Air Quality Monitoring : Develop sensors and models for air quality assessment.
  • Hydrological Modeling : Study the movement and distribution of water resources.
  • Volcanic Activity Prediction : Predict volcanic eruptions using quantitative methods.
  • Seismology Data Analysis : Analyze seismic data to understand earthquake patterns.

Chemistry and Materials Science Quantitative Research Topics

  • Nanomaterial Synthesis and Characterization : Research the synthesis and properties of nanomaterials.
  • Chemoinformatics : Analyze chemical data for drug discovery and materials science.
  • Quantum Chemistry Simulations : Perform quantum simulations of chemical reactions.
  • Materials for Renewable Energy : Investigate materials for energy storage and conversion.
  • Catalysis Kinetics : Study the kinetics of chemical reactions catalyzed by materials.
  • Polymer Chemistry : Research the properties and applications of polymers.
  • Analytical Chemistry Techniques : Develop new analytical techniques for chemical analysis.
  • Sustainable Chemistry : Explore green chemistry approaches for sustainable materials.

Computer Science and Information Technology Topics

  • Natural Language Processing (NLP) : Work on NLP algorithms for language understanding.
  • Cybersecurity Analytics : Analyze cybersecurity threats and vulnerabilities.
  • Big Data Analytics : Apply quantitative methods to analyze large data sets.
  • Machine Learning Fairness : Investigate bias and fairness issues in machine learning models.
  • Human-Computer Interaction (HCI) : Study user behavior and interaction patterns.
  • Software Performance Optimization : Optimize software applications for performance.
  • Distributed Systems Analysis : Analyze the performance of distributed computing systems.
  • Bioinformatics Data Mining : Develop algorithms for mining biological data.

Good Quantitative Research Topics Students In Medicine and Healthcare

  • Clinical Trial Data Analysis : Analyze clinical trial data to evaluate treatment effectiveness.
  • Epidemiological Modeling : Model disease spread and intervention strategies.
  • Healthcare Data Analytics : Analyze healthcare data for patient outcomes and cost reduction.
  • Medical Imaging Algorithms : Develop algorithms for medical image analysis.
  • Genomic Medicine : Apply genomics to personalized medicine approaches.
  • Telemedicine Effectiveness : Study the effectiveness of telemedicine in healthcare delivery.
  • Health Informatics : Analyze electronic health records for insights into patient care.

Agriculture and Food Sciences Topics

  • Precision Agriculture : Use quantitative methods for optimizing crop production.
  • Food Safety Analysis : Analyze food safety data and quality control.
  • Aquaculture Sustainability : Research sustainable practices in aquaculture.
  • Crop Disease Modeling : Model the spread of diseases in agricultural crops.
  • Climate-Resilient Agriculture : Develop strategies for agriculture in changing climates.
  • Food Supply Chain Optimization : Optimize food supply chain logistics.
  • Soil Health Assessment : Analyze soil data for sustainable land management.

Social Sciences with Quantitative Approaches

  • Educational Data Mining : Analyze educational data for improving learning outcomes.
  • Sociodemographic Surveys : Study social trends and demographics using surveys.
  • Psychometrics : Develop and validate psychological measurement instruments.
  • Political Polling Analysis : Analyze political polling data and election trends.
  • Economic Modeling : Develop economic models for policy analysis.
  • Urban Planning Analytics : Analyze data for urban planning and infrastructure.
  • Climate Policy Evaluation : Evaluate the impact of climate policies on society.

Environmental Engineering Quantitative Research Topics

  • Water Quality Assessment : Analyze water quality data for environmental monitoring.
  • Waste Management Optimization : Optimize waste collection and recycling programs.
  • Environmental Impact Assessments : Evaluate the environmental impact of projects.
  • Air Pollution Modeling : Model the dispersion of air pollutants in urban areas.
  • Sustainable Building Design : Apply quantitative methods to sustainable architecture.

Quantitative Research Topics Robotics and Automation

  • Robotic Swarm Behavior : Study the behavior of robot swarms in different tasks.
  • Autonomous Drone Navigation : Develop algorithms for autonomous drone navigation.
  • Humanoid Robot Control : Implement control algorithms for humanoid robots.
  • Robotic Grasping and Manipulation : Study robotic manipulation techniques.
  • Reinforcement Learning for Robotics : Apply reinforcement learning to robotic control.

Quantitative Research Topics Materials Engineering

  • Additive Manufacturing Process Optimization : Optimize 3D printing processes.
  • Smart Materials for Aerospace : Research smart materials for aerospace applications.
  • Nanostructured Materials for Energy Storage : Investigate energy storage materials.
  • Corrosion Prevention : Develop corrosion-resistant materials and coatings.

Nuclear Engineering Quantitative Research Topics

  • Nuclear Reactor Safety Analysis : Study safety aspects of nuclear reactor designs.
  • Nuclear Fuel Cycle Analysis : Analyze the nuclear fuel cycle for efficiency.
  • Radiation Shielding Materials : Research materials for radiation protection.

Quantitative Research Topics In Biomedical Engineering

  • Medical Device Design and Testing : Develop and test medical devices.
  • Biomechanics Analysis : Analyze biomechanics in sports or rehabilitation.
  • Biomaterials for Medical Implants : Investigate materials for medical implants.

Good Quantitative Research Topics Chemical Engineering

  • Chemical Process Optimization : Optimize chemical manufacturing processes.
  • Industrial Pollution Control : Develop strategies for pollution control in industries.
  • Chemical Reaction Kinetics : Study the kinetics of chemical reactions in industries.

Best Quantitative Research Topics In Renewable Energy

  • Energy Storage Systems : Research and optimize energy storage solutions.
  • Solar Cell Efficiency : Improve the efficiency of photovoltaic cells.
  • Wind Turbine Performance Analysis : Analyze and optimize wind turbine designs.

Brilliant Quantitative Research Topics In Astronomy and Space Sciences

  • Astrophysical Simulations : Simulate astrophysical phenomena using numerical methods.
  • Spacecraft Trajectory Optimization : Optimize spacecraft trajectories for missions.
  • Exoplanet Detection Algorithms : Develop algorithms for exoplanet detection.

Quantitative Research Topics In Psychology and Cognitive Science

  • Cognitive Psychology Experiments : Conduct quantitative experiments in cognitive psychology.
  • Emotion Recognition Algorithms : Develop algorithms for emotion recognition in AI.
  • Neuropsychological Assessments : Create quantitative assessments for brain function.

Geology and Geological Engineering Quantitative Research Topics

  • Geological Data Analysis : Analyze geological data for mineral exploration.
  • Geological Hazard Prediction : Predict geological hazards using quantitative models.

Top Quantitative Research Topics In Forensic Science

  • Forensic Data Analysis : Analyze forensic evidence using quantitative methods.
  • Crime Pattern Analysis : Study crime patterns and trends in urban areas.

Great Quantitative Research Topics In Cybersecurity

  • Network Intrusion Detection : Develop quantitative methods for intrusion detection.
  • Cryptocurrency Analysis : Analyze blockchain data and cryptocurrency trends.

Mathematical Biology Quantitative Research Topics

  • Epidemiological Modeling : Model disease spread and control in populations.
  • Population Genetics : Analyze genetic data to understand population dynamics.

Quantitative Research Topics In Chemical Analysis

  • Analytical Chemistry Methods : Develop quantitative methods for chemical analysis.
  • Spectroscopy Analysis : Analyze spectroscopic data for chemical identification.

Mathematics Education Quantitative Research Topics

  • Mathematics Curriculum Analysis : Analyze curriculum effectiveness in mathematics education.
  • Mathematics Assessment Development : Develop quantitative assessments for mathematics skills.

Quantitative Research Topics In Social Research

  • Social Network Analysis : Analyze social network structures and dynamics.
  • Survey Research : Conduct quantitative surveys on social issues and trends.

Quantitative Research Topics In Computational Neuroscience

  • Neural Network Modeling : Model neural networks and brain functions computationally.
  • Brain Connectivity Analysis : Analyze functional and structural brain connectivity.

Best Topics In Transportation Engineering

  • Traffic Flow Modeling : Model and optimize traffic flow in urban areas.
  • Public Transportation Efficiency : Analyze the efficiency of public transportation systems.

Good Quantitative Research Topics In Energy Economics

  • Energy Policy Analysis : Evaluate the economic impact of energy policies.
  • Renewable Energy Cost-Benefit Analysis : Assess the economic viability of renewable energy projects.

Quantum Information Science

  • Quantum Cryptography Protocols : Develop and analyze quantum cryptography protocols.
  • Quantum Key Distribution : Study the security of quantum key distribution systems.

Human Genetics

  • Genome Editing Ethics : Investigate ethical issues in genome editing technologies.
  • Population Genomics : Analyze genomic data for population genetics research.

Marine Biology

  • Coral Reef Health Assessment : Quantitatively assess the health of coral reefs.
  • Marine Ecosystem Modeling : Model marine ecosystems and biodiversity.

Data Science and Machine Learning

  • Machine Learning Explainability : Develop methods for explaining machine learning models.
  • Data Privacy in Machine Learning : Study privacy issues in machine learning applications.
  • Deep Learning for Image Analysis : Develop deep learning models for image recognition.

Environmental Engineering

Robotics and automation, materials engineering, nuclear engineering, biomedical engineering, chemical engineering, renewable energy, astronomy and space sciences, psychology and cognitive science, geology and geological engineering, forensic science, cybersecurity, mathematical biology, chemical analysis, mathematics education, quantitative social research, computational neuroscience, quantitative research topics in transportation engineering, quantitative research topics in energy economics, topics in quantum information science, amazing quantitative research topics in human genetics, quantitative research topics in marine biology, what is a common goal of qualitative and quantitative research.

A common goal of both qualitative and quantitative research is to generate knowledge and gain a deeper understanding of a particular phenomenon or topic. However, they approach this goal in different ways:

1. Understanding a Phenomenon

Both types of research aim to understand and explain a specific phenomenon, whether it’s a social issue, a natural process, a human behavior, or a complex event.

2. Testing Hypotheses

Both qualitative and quantitative research can involve hypothesis testing. While qualitative research may not use statistical hypothesis tests in the same way as quantitative research, it often tests hypotheses or research questions by examining patterns and themes in the data.

3. Contributing to Knowledge

Researchers in both approaches seek to contribute to the body of knowledge in their respective fields. They aim to answer important questions, address gaps in existing knowledge, and provide insights that can inform theory, practice, or policy.

4. Informing Decision-Making

Research findings from both qualitative and quantitative studies can be used to inform decision-making in various domains, whether it’s in academia, government, industry, healthcare, or social services.

5. Enhancing Understanding

Both approaches strive to enhance our understanding of complex phenomena by systematically collecting and analyzing data. They aim to provide evidence-based explanations and insights.

6. Application

Research findings from both qualitative and quantitative studies can be applied to practical situations. For example, the results of a quantitative study on the effectiveness of a new drug can inform medical treatment decisions, while qualitative research on customer preferences can guide marketing strategies.

7. Contributing to Theory

In academia, both types of research contribute to the development and refinement of theories in various disciplines. Quantitative research may provide empirical evidence to support or challenge existing theories, while qualitative research may generate new theoretical frameworks or perspectives.

Conclusion – Quantitative Research Topics For STEM Students

So, selecting a quantitative research topic for STEM students is a pivotal decision that can shape the trajectory of your academic and professional journey. The process involves a thoughtful exploration of your interests, a thorough review of the existing literature, consideration of available resources, and the formulation of a clear and specific research question.

Your chosen topic should resonate with your passions, align with your academic or career goals, and offer the potential to contribute to the body of knowledge in your STEM field. Whether you’re delving into physics, biology, engineering, mathematics, or any other STEM discipline, the right research topic can spark curiosity, drive innovation, and lead to valuable insights.

Moreover, quantitative research in STEM not only expands the boundaries of human knowledge but also has the power to address real-world challenges, improve technology, and enhance our understanding of the natural world. It is a journey that demands dedication, intellectual rigor, and an unwavering commitment to scientific inquiry.

What is quantitative research in STEM?

Quantitative research in this context is designed to improve our understanding of the science system’s workings, structural dependencies and dynamics.

What are good examples of quantitative research?

Surveys and questionnaires serve as common examples of quantitative research. They involve collecting data from many respondents and analyzing the results to identify trends, patterns

What are the 4 C’s in STEM?

They became known as the “Four Cs” — critical thinking, communication, collaboration, and creativity.

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Edu News | January 26, 2022

24 stem lessons you can quickly deploy in the classroom.

Collage of images representing lessons in the Quick and Easy collection.

Calling all teachers pressed for time, substitutes looking for classroom activities that don't require a lot of prep, and others hoping to keep students learning in especially chaotic times: We've got a new collection of lessons and activities that you can quickly deploy.

Read on to explore our collection of Quick and Easy STEM lessons and student activities , organized by grade band. Get everything you need to guide students through standards-aligned lessons featuring connections to real NASA missions and science as well as links to student projects, which can be led by teachers or assigned as independent activities.

Grades 9-12

Explore More

topic research for stem students

Make a Paper Mars Helicopter

In this lesson, students build a paper helicopter, then improve the design and compare and measure performance.

Subject Engineering

Time 30-60 mins

Student Project: Make a Paper Mars Helicopter

Build a paper helicopter, then see if you can improve the design like NASA engineers did when making the first helicopter for Mars.

What Tools Would You Take to Mars?

Students decide what they want to learn from a robotic mission to Mars and what tools they will put on their robot to accomplish their goals.

Subject Science

topic research for stem students

Rockets by Size

Students cut out, color and sequence paper rockets in a simple mathematics lesson on measurement.

Subject Math

topic research for stem students

Rocket Math

Students use rocket manipulatives to help them develop number sense, counting, addition and subtraction skills.

topic research for stem students

Tangram Rocket

Students use tangrams to create rockets while practicing shape recognition.

Time 1-2 hrs

topic research for stem students

Student Project: Build a Rover and More With Shapes

Use geometric shapes called tangrams to build a rover and other space-themed designs!

Time Less than 30 mins

topic research for stem students

Student Project: Build a Rocket and More With Shapes

Use geometric shapes called tangrams to build a rocket and other space-themed designs!

topic research for stem students

Mineral Mystery Experiment

Students explore the science behind an intriguing planetary feature by creating saline solutions and then observing what happens when the solutions evaporate.

Grades 2-12

Time 2 sessions of 30-60 mins

topic research for stem students

Student Project: Do a Mineral Mystery Experiment

Dissolve salts in water, then observe what happens when the water evaporates.

What Do You Know About Mars?

Students decide what they want to learn from a robotic mission to Mars.

topic research for stem students

Melting Ice Experiment

Students make predictions and observations about how ice will melt in different conditions then compare their predictions to results as they make connections to melting glaciers.

topic research for stem students

Parachute Design

Students design and test parachute landing systems to successfully land a probe on target.

topic research for stem students

Planetary Poetry

In this cross-curricular STEM and language arts lesson, students learn about planets, stars and space missions and write STEM-inspired poetry to share their knowledge of or inspiration about these topics.

topic research for stem students

Student Project: Write a Poem About Space

Are you a space poet, and you didn't even know it? Find out how to create your own poems inspired by space!

topic research for stem students

Ocean World: Earth Globe Toss Game

Students use NASA images and a hands-on activity to compare the amounts of land and surface water on our planet.

Simple Rocket Science Continued

Students gather data on a balloon rocket launch, then create a simple graph to show the results of the tests.

topic research for stem students

Spaghetti Anyone? Building with Pasta

Students use the engineering design process to build a structure to handle the greatest load and gain first-hand experience with compression and tension forces.

topic research for stem students

Student Project: Building With Spaghetti

Use spaghetti to build a tower modeled after the giant structures NASA uses to talk to spacecraft.

Simple Rocket Science

Students perform a simple science experiment to learn how a rocket works and demonstrate Newton’s third law of motion.

Soda-Straw Rockets

Students study rocket stability as they design, construct and launch paper rockets using soda straws.

topic research for stem students

Student Project: Make a Straw Rocket

Create a paper rocket that can be launched from a soda straw – then, modify the design to make the rocket fly farther!

topic research for stem students

Rocket Activity: Heavy Lifting

Students construct balloon-powered rockets to launch the greatest payload possible to the classroom ceiling.

topic research for stem students

Design a Robotic Insect

Students design a robotic insect for an extraterrestrial environment, then compare the process to how NASA engineers design robots for extreme environments like Mars.

topic research for stem students

Student Project: Design a Robotic Insect

Design a robotic insect to go to an extreme environment. Then, compare the design process to what NASA engineers do when building robots for Mars!

topic research for stem students

How Far Away Is Space?

Students use measurement skills to determine the scale distance to space on a map.

topic research for stem students

Student Project: How Far Away Is Space?

Stack coins and use your measurement skills to figure out the scale distance from Earth's surface to space.

topic research for stem students

Planetary Travel Time

Students will compute the approximate travel time to planets in the solar system using different modes of transportation.

topic research for stem students

The Ring Wing Glider

In this simple engineering design lesson, students turn a piece of paper into an aircraft wing and then try to improve upon their design.

Student Project: Make a Paper Glider

Turn a piece of paper into a glider inspired by a NASA design.

topic research for stem students

How Do We See Dark Matter?

Students will make observations of two containers and identify differences in content, justify their claims and make comparisons to dark matter observations.

Grades 6-12

Let's Go to Mars! Calculating Launch Windows

Students use advanced algebra concepts to determine the next opportunity to launch a spacecraft to Mars.

Find our full collection of more than 250 STEM educator guides and student activities in Teach and Learn .

For games, articles, and more activities from NASA for kids in upper-elementary grades, visit NASA Space Place and NASA Climate Kids .

Explore more educational resources and opportunities for students and educators from NASA STEM Engagement .

TAGS: Lessons , Teachers , Educators , Parents , Substitutes , Activities , Students , Science , Engineering , Quick and Easy

topic research for stem students

Kim Orr , Web Producer, NASA-JPL Education Office

Kim Orr is a web and content producer for the Education Office at NASA's Jet Propulsion Laboratory. Her pastimes are laughing and going on Indiana Jones style adventures.

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189+ Experimental Quantitative Research Topics For STEM Students

Are you looking for incredible experimental quantitative research topics for STEM students? Then you are in the right place. Here, we’ll explore the fantastic experimental research topics for STEM students and others you want to learn. That will help you to increase your knowledge in your field.  

Experimental quantitative research plays a pivotal role in STEM. These students explore a broad range of multidisciplinary experimental quantitative research subjects. STEM students take on challenges that push the boundaries of knowledge, whether by studying the complexities of ecological systems, creating novel technologies, delving into the workings of the human brain, or investigating the subtleties of subatomic particles.

Before jumping to our main topic, experimental quantitative research topics for STEM students. Let’s learn about what STEM is. 

What Is STEM?

STEM is an acronym that stands for Science, Technology, Engineering, and Mathematics. It is an interdisciplinary approach to learning and problem-solving that combines these four main areas. Scientists, technicians, engineers, and mathematicians collaborate to address challenging real-world challenges and generate novel solutions in the STEM fields.

Let’s know about how to do experimental research. Before starting the experimental quantitative research topics for STEM students.

How To Do Experimental Research

Here are 8 key points on how to do experimental research effectively.

How To Do Experimental Research

1. Clear Research Focus

 Begin by defining a clear and focused research question. A well-defined question provides a purpose and direction for your experiment, guiding your choices in variables and methodology.

2. Thorough Literature Review

Conduct a comprehensive literature review to understand the existing knowledge in your field. This step helps you identify gaps in research and ensures your experiment contributes meaningfully to the scientific community.

3. Precise Variable Definition

Carefully define the variables you will manipulate (independent variable) and measure (dependent variable). Precise definitions are crucial for the validity of your experiment, ensuring you measure what you intend to study.

Also read: 199+ Quantitative Research Topics For STEM Students to Try Now

4. Randomization and Control

Use randomization to assign participants randomly to experimental and control groups. Control all other variables that might influence the outcome, creating a controlled environment. This minimizes biases and enhances the reliability of your results.

5. Standardized Procedures

Develop standardized procedures for conducting the experiment. Consistency in methods across participants and groups is essential to ensure that any observed effects are due to the manipulated variables and not external factors.

6. Accurate Data Collection

Employ accurate and reliable methods to collect data. Be meticulous in recording observations and measurements. Utilize appropriate tools and technologies to minimize errors and enhance the precision of your data.

7. Thorough Data Analysis

Use appropriate statistical techniques to analyze the collected data. Statistical analysis helps you identify patterns, relationships, and significant differences between groups. Proper analysis is key to drawing valid conclusions from your experiment.

8. Clear Communication of Results

Effectively communicate your research findings through clear and concise writing. Present your results, methods, and conclusions in a structured manner, adhering to the standards of scientific reporting. Transparent communication ensures that others can understand, evaluate, and build upon your research.

By following these 8 points, you can conduct experimental research in a systematic, reliable, and impactful manner, leading to valuable contributions to your field of study. Now, let’s move to the main topic, experimental quantitative research topics for STEM students.

Experimental Quantitative Research Topics For STEM Students

Certainly, there are more than 189+ experimental quantitative research topics for STEM students, categorized into different fields:

Biology and Life Sciences

  • Effects of Different Fertilizers on Plant Growth
  • Impact of Light Intensity on Photosynthesis
  • Influence of Temperature on Enzyme Activity
  • Relationship Between Diet and Animal Behavior
  • Efficacy of Antibiotics on Bacterial Cultures
  • Effects of Microplastics on Aquatic Ecosystems
  • Impact of pH Levels on Microbial Growth
  • The Role of Genetics in Disease Susceptibility
  • Influence of Pollution on Soil Microbes
  • The Effect of Radiation on Cellular DNA

Chemistry and Chemical Engineering

  • Kinetics of Chemical Reactions at Various Temperatures
  • Efficiency of Various Catalysts in Chemical Processes
  • Influence of pH on Chemical Equilibrium
  • Study of Electrochemical Cells and Voltage
  • Impact of Different Solvents on Reaction Rates
  • Properties of Various Polymers in Material Science
  • Effects of Different Oxidizing Agents on Reactions
  • The Relationship Between Pressure and Gas Behavior
  • The Influence of Concentration on Reaction Rate
  • The Efficacy of Water Purification Methods

Physics and Engineering

  • The Impact of Different Materials on Magnet Strength
  • Efficiency of Wind Turbines at Different Wind Speeds
  • Influence of Friction on Motion and Speed
  • Relationship Between Light Wavelengths and Energy
  • Effects of Different Insulation Materials on Heat Transfer
  • Impact of Material Properties on Bridge Strength
  • Efficiency of Solar Panels in Different Light Conditions
  • Influence of Temperature on Electrical Conductivity
  • Study of Fluid Dynamics in Various Geometries
  • The Role of Geometric Shapes in Sound Resonance

Environmental Science

  • Effects of Land Use on Local Climate Patterns
  • Influence of Air Pollution on Plant Health
  • Impact of Climate Change on Ocean Acidification
  • The Relationship Between Soil Erosion and Agricultural Productivity
  • Efficacy of Biodegradable Materials in Reducing Plastic Pollution
  • Study of Water Quality Parameters in Urban vs. Rural Areas
  • Effects of Renewable Energy Sources on Carbon Footprint
  • Influence of Pesticides on Honeybee Population Decline
  • Impact of Soil Contaminants on Groundwater Quality
  • The Role of Algae in Wastewater Treatment

Computer Science and Technology

  • Effects of Algorithm Complexity on Execution Time
  • Influence of Data Structures on Software Performance
  • Impact of Different Programming Languages on Code Efficiency
  • The Relationship Between Internet Speed and User Experience
  • Efficacy of Different Machine Learning Models in Data Analysis
  • Effects of Cybersecurity Measures on Network Vulnerabilities
  • Influence of Mobile App Features on User Engagement
  • Impact of Virtual Reality in Education on Learning Outcomes
  • The Use of Nanomaterials in Data Storage Devices
  • The Role of Artificial Intelligence in Natural Language Processing

Mathematics and Statistics

  • Effects of Teaching Methods on Math Skill Acquisition
  • Influence of Classroom Size on Student Performance
  • Impact of Tutoring Programs on Math Proficiency
  • The Relationship Between Homework and Test Scores
  • Efficacy of Different Teaching Strategies in Probability Education
  • Effects of Math Anxiety on Test Performance
  • Influence of Gender on Mathematical Problem-Solving
  • Impact of Early Math Education on Later Achievement
  • The Role of Game-Based Learning in Mathematics
  • The Use of Data Visualization in Statistical Analysis

Medicine and Healthcare

  • Effects of Medication on Heart Rate Variability
  • Influence of Different Therapies on Pain Management
  • Impact of Sleep Duration on Cognitive Performance
  • The Relationship Between Diet and Weight Loss
  • Efficacy of Telemedicine in Remote Healthcare Delivery
  • Effects of Telehealth on Patient Engagement
  • Influence of Lifestyle on Blood Pressure
  • Impact of Exercise on Stress Reduction
  • The Role of Telemedicine in Mental Health Support
  • The Use of Wearable Health Devices in Disease Monitoring

Materials Science and Nanotechnology

  • Effects of Nanomaterials on Solar Cell Efficiency
  • Influence of Nanoparticles on Drug Delivery
  • Impact of Nanotechnology on Water Filtration
  • The Relationship Between Nanomaterial Size and Strength
  • Efficacy of Nanoparticles in Targeted Cancer Therapy
  • Effects of Nanotechnology on Wearable Electronics
  • Influence of Nanomaterials in Energy Storage
  • Impact of Nanomaterials on Sensor Technologies
  • The Role of Nanomaterials in Environmental Remediation
  • The Use of Nanotechnology in Biomedical Imaging

Astronomy and Space Science

  • Effects of Stellar Types on Planetary Formation
  • Influence of Dark Matter on Galactic Dynamics
  • Impact of Solar Activity on Earth’s Climate
  • The Relationship Between Asteroids and Space Weather
  • Efficacy of Space Telescopes in Exoplanet Discovery
  • Effects of Cosmic Radiation on Space Travelers
  • Influence of Gravitational Waves on Black Hole Research
  • Impact of Satellite Data on Weather Prediction
  • The Role of Telescopes in Exoplanet Characterization
  • The Use of Space Probes in Solar System Exploration

Geology and Earth Sciences

  • Effects of Plate Tectonics on Earthquakes
  • Influence of Rock Types on Coastal Erosion
  • Impact of Soil Composition on Landslide Risk
  • The Relationship Between Geothermal Activity and Volcanic Eruptions
  • Efficacy of Geological Maps in Hazard Prediction
  • Effects of Climate Change on Glacier Movement
  • Influence of Seismic Waves on Building Resilience
  • Impact of Mineral Properties on Geological Exploration
  • The Role of Ground-Penetrating Radar in Archaeological Surveys
  • The Use of LiDAR in Topographic Mapping

Social Sciences

  • Effects of Social Media Use on Mental Health
  • Influence of Parenting Styles on Child Behavior
  • Impact of Education Levels on Income Disparities
  • The Relationship Between Income and Job Satisfaction
  • Efficacy of Diversity Training in Workplace Inclusion
  • Effects of Media Violence on Aggressive Behavior
  • Influence of Music on Stress Reduction
  • Impact of Family Structure on Child Development
  • The Role of Gender Stereotypes in Career Choices
  • The Use of Virtual Reality in Empathy Training

Economics and Finance

  • Effects of Fiscal Policy Changes on Economic Growth
  • Influence of Interest Rates on Investment Decisions
  • Impact of Inflation on Consumer Spending
  • The Relationship Between Stock Market Volatility and Investor Behavior
  • Efficacy of Financial Education on Saving Habits
  • Effects of Tax Policies on Small Business Growth
  • Influence of Exchange Rates on International Trade
  • Impact of Government Regulation on Industry Profitability
  • The Role of Behavioral Economics in Decision-Making
  • The Use of Cryptocurrencies in Global Transactions

Environmental Engineering

  • Effects of Wetland Restoration on Water Quality
  • Influence of Green Building Techniques on Energy Efficiency
  • Impact of Renewable Energy Integration on Grid Stability
  • The Relationship Between Land Use Planning and Flood Resilience
  • Efficacy of Environmental Impact Assessments in Construction
  • Effects of Water Treatment Methods on Contaminant Removal
  • Influence of Erosion Control Measures on Coastal Preservation
  • Impact of Watershed Management on Aquatic Ecosystem Health
  • The Role of Stormwater Management in Urban Sustainability
  • The Use of Biodegradable Materials in Waste Reduction

Also read: 139+ Creative SK Projects Ideas: Your Key to Creative Achievement

Robotics and Automation

  • Effects of Different Algorithms on Robot Navigation
  • Influence of Sensor Technologies on Autonomous Vehicles
  • Impact of Machine Learning on Robotic Object Recognition
  • The Relationship Between Human-Robot Interaction and User Satisfaction
  • Efficacy of Robot-Assisted Surgery in Medical Procedures
  • Effects of Robotics on Disaster Response and Recovery
  • Influence of Automation on Manufacturing Efficiency
  • Impact of AI in Autonomous Drones for Environmental Monitoring
  • The Role of Robotics in Space Exploration
  • The Use of AI in Predictive Maintenance for Industrial Equipment

Agricultural Sciences

  • Effects of Crop Rotation on Soil Nutrient Levels
  • Influence of Pest Control Methods on Crop Yields
  • Impact of Irrigation Techniques on Water Conservation
  • The Relationship Between Genetic Modification and Crop Resilience
  • Efficacy of Precision Agriculture in Resource Optimization
  • Effects of Soil Microbes on Plant Health
  • Influence of Organic Farming on Soil Biodiversity
  • Impact of Sustainable Practices on Farming Profitability
  • The Role of Drought-Resistant Crops in Food Security
  • The Use of Drones in Precision Farming

Energy Engineering

  • Effects of Different Energy Storage Systems on Grid Reliability
  • Influence of Renewable Energy Integration on Energy Independence
  • Impact of Building Insulation on Energy Efficiency
  • The Relationship Between Energy-Efficient Appliances and Household Savings
  • Efficacy of Smart Grid Technologies in Energy Management
  • Effects of Solar Thermal Systems on Water Heating
  • Influence of Geothermal Heat Pumps on HVAC Efficiency
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  • Influence of Social Media Use on Self-Esteem
  • Impact of Positive Psychology on Employee Well-Being
  • The Impact of Video Games on Cognitive Skills

Here, we discussed the list of incredible experimental quantitative research topics for STEM students. 

Some Experimental Research Topics For High School Students 

Above, we discussed the list of experimental quantitative research topics for STEM students. Now, let’s discuss some experimental research topics suitable for high school students.

  • Exploring Alternative Energy Sources
  • Investigating the Effects of Climate Change on Local Ecosystems
  • Testing the Impact of Different Fertilizers on Plant Growth
  • Studying the Genetics of Inherited Traits
  • Measuring the Impact of Music on Concentration and Productivity
  • Examining the Relationship Between Exercise and Academic Performance
  • Investigating the Effects of Different Cooking Methods on Food Nutrient Levels
  • Testing the Efficiency of Water Filtration Methods
  • Studying the Behavior of Insects in Various Environments
  • Exploring the Chemistry of Food Preservation
  • Investigating the Physics of Simple Machines
  • Testing the Effect of Light on Plant Growth
  • Studying the Impact of Color on Human Mood and Perception
  • Measuring the Effect of Different Cleaning Products on Bacterial Growth
  • Investigating the Physics of Projectile Motion

These research topics cover a wide range of disciplines, allowing high school students to engage in exciting and educational experiments while nurturing their scientific curiosity and passion.

6 Mistakes To Avoid While Choosing an Experimental Research Topic

Selecting the right experimental research topic is an essential step to scoring in academic life. However, some common mistakes can hinder your research progress. Let’s explore six pitfalls to avoid:

1. Lack of Personal Interest

Choosing a topic solely based on its popularity or perceived prestige can lead to a lack of personal connection—your emotional investment matters. Select a subject that genuinely intrigues and excites you, as your enthusiasm will be your driving force throughout the research journey.

2. Overambitious Goals

Setting unrealistic expectations can lead to frustration and burnout. Remember, you’re not expected to solve the world’s most complex problems with a single experiment. Start with manageable, well-defined objectives that align with your resources and timeframe.

3. Ignoring Your Skill Level

Overestimating your skills can be disheartening. Choose a topic that matches your current knowledge and expertise. Gradual growth is emotionally rewarding, and as you gain proficiency, you can tackle more complex challenges.

4. Neglecting Resources

Research can be emotionally draining if you lack the necessary resources, be it equipment, materials, or mentorship. Before diving in, ensure you have access to the tools and guidance required for your chosen topic.

5. Failure to Consider the Bigger Picture

Focusing solely on your topic’s microcosm may lead to a lack of context. Remember to examine how your research fits into the larger scientific landscape. This perspective can be emotionally fulfilling, knowing that your work contributes to a broader understanding.

Also read: 21+ Best Paying Jobs In Computer Software Prepackaged Software

6. Ignoring Ethical and Emotional Implications

Some topics may have ethical considerations or evoke emotional responses. Be aware of the potential emotional toll and moral dilemmas that your research may entail. Ensure that you’re emotionally prepared to address these issues responsibly.

Here, we discussed the mistakes to avoid while choosing the experimental research topics.

In this blog, we discussed the experimental quantitative research topics for STEM students, how to do research, what is STEM, some research topics for high school, and mistakes that should be avoided while choosing the experimental research topics. 

In conclusion, an experimental research topic is valuable for STEM students to increase their practical knowledge. Each research topic we choose in this blog will definitely help you to achieve your academic goals. Experimental quantitative research gives STEM students concrete insights to deepen their scientific understanding. 

STEM students, addressing what STEM is and why research matters in this field. The key takeaway is to choose a topic that resonates with your passion and aligns with your goals, ensuring a successful journey in STEM research. Choose the best Experimental Quantitative Research Topics For STEM students today!

Frequently Asked Questions

Q1. why is experimental quantitative research important for stem students .

It is important because it fosters critical thinking, problem-solving skills, and hands-on learning. It allows STEM students to explore real-world questions, make evidence-based discoveries, and contribute to advancements in their chosen fields.

Q2. What Skills Will I Develop Through Experimental Research?

STEM students will develop skills in critical thinking, data analysis, problem-solving, project management, and effective communication. These skills are valuable in both academia and the workplace.

Q3. What are the Key Elements of a Good Research Question? 

A good research question should be specific, clear, measurable, and relevant. It should also be focused on testing a hypothesis or addressing a knowledge gap in your field.

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Exposure to different kinds of music influences how the brain interprets rhythm

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When listening to music, the human brain appears to be biased toward hearing and producing rhythms composed of simple integer ratios — for example, a series of four beats separated by equal time intervals (forming a 1:1:1 ratio).

However, the favored ratios can vary greatly between different societies, according to a large-scale study led by researchers at MIT and the Max Planck Institute for Empirical Aesthetics and carried out in 15 countries. The study included 39 groups of participants, many of whom came from societies whose traditional music contains distinctive patterns of rhythm not found in Western music.

“Our study provides the clearest evidence yet for some degree of universality in music perception and cognition, in the sense that every single group of participants that was tested exhibits biases for integer ratios. It also provides a glimpse of the variation that can occur across cultures, which can be quite substantial,” says Nori Jacoby, the study’s lead author and a former MIT postdoc, who is now a research group leader at the Max Planck Institute for Empirical Aesthetics in Frankfurt, Germany.

The brain’s bias toward simple integer ratios may have evolved as a natural error-correction system that makes it easier to maintain a consistent body of music, which human societies often use to transmit information.

“When people produce music, they often make small mistakes. Our results are consistent with the idea that our mental representation is somewhat robust to those mistakes, but it is robust in a way that pushes us toward our preexisting ideas of the structures that should be found in music,” says Josh McDermott, an associate professor of brain and cognitive sciences at MIT and a member of MIT’s McGovern Institute for Brain Research and Center for Brains, Minds, and Machines.

McDermott is the senior author of the study, which appears today in Nature Human Behaviour. The research team also included scientists from more than two dozen institutions around the world.

A global approach

The new study grew out of a smaller analysis that Jacoby and McDermott published in 2017. In that paper , the researchers compared rhythm perception in groups of listeners from the United States and the Tsimane’, an Indigenous society located in the Bolivian Amazon rainforest.

To measure how people perceive rhythm, the researchers devised a task in which they play a randomly generated series of four beats and then ask the listener to tap back what they heard. The rhythm produced by the listener is then played back to the listener, and they tap it back again. Over several iterations, the tapped sequences became dominated by the listener’s internal biases, also known as priors.

“The initial stimulus pattern is random, but at each iteration the pattern is pushed by the listener’s biases, such that it tends to converge to a particular point in the space of possible rhythms,” McDermott says. “That can give you a picture of what we call the prior, which is the set of internal implicit expectations for rhythms that people have in their heads.”

When the researchers first did this experiment, with American college students as the test subjects, they found that people tended to produce time intervals that are related by simple integer ratios. Furthermore, most of the rhythms they produced, such as those with ratios of 1:1:2 and 2:3:3, are commonly found in Western music.

The researchers then went to Bolivia and asked members of the Tsimane’ society to perform the same task. They found that Tsimane’ also produced rhythms with simple integer ratios, but their preferred ratios were different and appeared to be consistent with those that have been documented in the few existing records of Tsimane’ music.

“At that point, it provided some evidence that there might be very widespread tendencies to favor these small integer ratios, and that there might be some degree of cross-cultural variation. But because we had just looked at this one other culture, it really wasn’t clear how this was going to look at a broader scale,” Jacoby says.

To try to get that broader picture, the MIT team began seeking collaborators around the world who could help them gather data on a more diverse set of populations. They ended up studying listeners from 39 groups, representing 15 countries on five continents — North America, South America, Europe, Africa, and Asia.

“This is really the first study of its kind in the sense that we did the same experiment in all these different places, with people who are on the ground in those locations,” McDermott says. “That hasn’t really been done before at anything close to this scale, and it gave us an opportunity to see the degree of variation that might exist around the world.”

Cultural comparisons

Just as they had in their original 2017 study, the researchers found that in every group they tested, people tended to be biased toward simple integer ratios of rhythm. However, not every group showed the same biases. People from North America and Western Europe, who have likely been exposed to the same kinds of music, were more likely to generate rhythms with the same ratios. However, many groups, for example those in Turkey, Mali, Bulgaria, and Botswana showed a bias for other rhythms.

“There are certain cultures where there are particular rhythms that are prominent in their music, and those end up showing up in the mental representation of rhythm,” Jacoby says.

The researchers believe their findings reveal a mechanism that the brain uses to aid in the perception and production of music.

“When you hear somebody playing something and they have errors in their performance, you’re going to mentally correct for those by mapping them onto where you implicitly think they ought to be,” McDermott says. “If you didn’t have something like this, and you just faithfully represented what you heard, these errors might propagate and make it much harder to maintain a musical system.”

Among the groups that they studied, the researchers took care to include not only college students, who are easy to study in large numbers, but also people living in traditional societies, who are more difficult to reach. Participants from those more traditional groups showed significant differences from college students living in the same countries, and from people who live in those countries but performed the test online.

“What’s very clear from the paper is that if you just look at the results from undergraduate students around the world, you vastly underestimate the diversity that you see otherwise,” Jacoby says. “And the same was true of experiments where we tested groups of people online in Brazil and India, because you’re dealing with people who have internet access and presumably have more exposure to Western music.”

The researchers now hope to run additional studies of different aspects of music perception, taking this global approach.

“If you’re just testing college students around the world or people online, things look a lot more homogenous. I think it’s very important for the field to realize that you actually need to go out into communities and run experiments there, as opposed to taking the low-hanging fruit of running studies with people in a university or on the internet,” McDermott says.

The research was funded by the James S. McDonnell Foundation, the Canadian National Science and Engineering Research Council, the South African National Research Foundation, the United States National Science Foundation, the Chilean National Research and Development Agency, the Austrian Academy of Sciences, the Japan Society for the Promotion of Science, the Keio Global Research Institute, the United Kingdom Arts and Humanities Research Council, the Swedish Research Council, and the John Fell Fund.

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Through research trips to the remote Bolivian rainforest, researchers in the McDermott lab at the McGovern Institute for Brain Research has found that aspects of the perception of note combinations may be universal.

Universal musical harmony

Eduardo Undurraga, an assistant professor at the Pontifical Catholic University of Chile, runs a musical pitch perception experiment with a member of the Tsimane’ tribe of the Bolivian rainforest.

Perception of musical pitch varies across cultures

A team of neuroscientists has found that people are biased toward hearing and producing rhythms composed of simple integer ratios — for example, a series of four beats separated by equal time intervals.

How the brain perceives rhythm

Brandeis University professor Ricardo Godoy conducts the experiment in a village in the Bolivian rainforest. The participants were asked to rate the pleasantness of various sounds, and Godoy recorded their response.

Why we like the music we do

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topic research for stem students

What motivates students to pursue STEM education overseas

Stem education has emerged as a focal point in the field of international education..

Studying abroad, Post-Study Visa, STEM education, career opportunities, advantages, international students

By Saurabh Arora

The popularity of international education among Indian students has increased substantially with 1.3 million Indians opting for education abroad during 2017-2022, as per the Ministry of Education. According to the most recent Indian Student Mobility Report 2023 by Global Education Conclave, Indian students’ spending abroad is expected to reach $70 billion by 2025. The number of Indian students pursuing international studies has surged due to various advantages of studying overseas, including excellent learning opportunities, engagement with global cultures, access to cutting-edge research facilities and enhanced employability prospects.

topic research for stem students

With the global advancement boosted by Science, Technology , Engineering and Mathematics (STEM), the demand for professionals in related fields remains strong. Job prospects and higher salaries prevalent in the field continue to drive a strong interest in STEM among students.

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According to a study released by IBM, 66% of the participants predicted an increase in STEM jobs over the next ten years. STEM education has emerged as a focal point in the field of international education. Universities all over the world offer a variety of program options for students who want to major in STEM and advance in their careers.

Let’s explore various factors that motivate students to pursue STEM education.

Benefits of Post-Study Visa

STEM graduates may be able to extend their opportunity to obtain real-world work experience in their field of study by applying for a three-year post-study work visa (also known as optional practical training or OPT) in the United States. For prospective international students, STEM courses are an appealing option because of the high caliber of instruction and the employment opportunities that follow graduation.

Employability

Education in STEM fields opens up more job options for people. STEM skills are becoming more and more in demand as technology continues to change the dynamics of employment sector. This promotes economic growth and prosperity at the national level in addition to helping individuals.

By pursuing STEM education abroad, students gain access to multiple opportunities, ranging from expanding career prospects and cultivating an international network to fostering personal growth and obtaining financial aid.

Important factors for students navigating the intricacies of this dynamic field go beyond personal preferences. Students need to consider things like living expenses, location and visa requirements in addition to aspects like research opportunities, programme specialisation, and scholarship opportunities.

Exposure to Innovative Technologies and International Perspectives

Students enrolling in STEM programs abroad have a great opportunity to access the latest innovative technologies and experience various educational environments. International perspectives can spur innovation in STEM fields, which benefit greatly from cooperation of ideas. Studying abroad provides a priceless cultural experience in addition to academic benefits and career opportunities.

Research Opportunities

With the emphasis on STEM education across the globe, students who want to study these subjects overseas have access to a plethora of research grants and scholarships. This financial assistance can lessen the cost of living and tuition, increasing access to high-quality education. Additionally, these scholarships frequently offer research projects, internships, and mentorship programs that assist students in pursuing a career in the fields they are interested in.

In conclusion, STEM subjects offer a myriad of opportunities and advantages for international students. Beyond their intrinsic value in fostering critical thinking, problem-solving skills, and innovation, STEM education provides a pathway to global collaboration and career advancement in an increasingly interconnected world. By embracing STEM disciplines, international students not only contribute to the advancement of science and technology but also position themselves for success in diverse fields and industries.

(Author is Assistant Recruitment Director for India & Other South Asia, INTO University Partnerships)

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The 2024 Chemistry Olympiad round one results

Deborah van Wyk

The Royal Society of Chemistry reveals the grade boundaries for the first round of the 56th Chemistry Olympiad

A bar chart showing UK Chemistry Olympiad scores. 29.9% of candidates got no award, 36.8% got bronze, 25% got silver and 8.3% got gold with a mark of 30 or more.

Students had to score 10–17 marks for the Bronze award, 18–29 marks for the Silver award and 30 or more for the Gold award

The Royal Society of Chemistry (RSC) has released the 2024 grade boundaries for the first round of the  UK Chemistry Olympiad . On 25 January, 14,915 students from 1,025 schools took part – a fantastic new participation record. More than 70% of the students who took part achieved Bronze, Silver and Gold awards. To receive a Bronze award, participants had to score 10–17 marks, they needed 18–29 marks for the Silver award and 30 or more marks for the prestigious Gold award. Students can request their scores from their teachers, and pdf certificates will be distributed in March.

The 2024 paper covered topics such as the composition of the FIFA 2023 Women’s World Cup trophy, iodate salts, fuel-producing bacteria, the MRI contrast agent gadopiclenol and sulfur-containing molecules in the atmosphere. This year’s paper was more challenging than last year’s, which is reflected in the grade boundaries, with a decrease in the marks required to obtain each award.

RSC Education executive and competition organiser, Sophie Redman, congratulates and thanks the teachers and students involved: ‘I would like to congratulate all the students who took part in the first round of the UK Chemistry Olympiad. We are delighted to see a big increase in the number of students participating, year on year, and we extend our thanks to all the teachers who gave their time to facilitate this stage of the competition.’

A total of 34 students have been selected for the second round of the competition (one more than last year), which will take take place at the University of Nottingham from 4–7 April. Four standout participants will then go on to represent the UK in the highly prestigious international final , which will take place in Saudi Arabia from 21–30 July.

Past papers

Students who would like to practise answering questions can access past papers with mark schemes with answers . The 2023 question paper, student answer booklet, mark scheme and examiners’ report are now available.

Deborah van Wyk

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Chemistry Week 2023

2023-09-15T11:05:00Z By Deborah van Wyk

Take this opportunity to celebrate and showcase the wonders of chemistry in November

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  1. 55 Brilliant Research Topics For STEM Students

    There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students. A study of protease inhibitor and how it operates. A study of how men's exercise impacts DNA traits passed to children. A study of the future of commercial space flight.

  2. 169+ Exciting Qualitative Research Topics For STEM Students

    Qualitative research topics for stem students are questions or issues that necessitate an in-depth exploration of people's experiences, beliefs, and behaviors. STEM students can use this approach to investigate societal impacts, ethical dilemmas, and user experiences related to scientific advancements and innovations. ...

  3. Best 151+ Quantitative Research Topics for STEM Students

    Engineering. Let's explore some quantitative research topics for stem students in engineering: 1. Investigating the efficiency of renewable energy systems in urban environments. 2. Analyzing the impact of 3D printing on manufacturing processes. 3. Studying the structural integrity of materials in aerospace engineering.

  4. Research and trends in STEM education: a systematic review of journal

    With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments ...

  5. 11 STEM Research Topics for High School Students

    Topic 11: Music and Science. Combining music with science provides a unique research perspective. Students can study the psychological and biological effects of music on the human body and brain. This area is great for students interested in medicine, biology, music, and psychology, regardless of their musical background, offering a harmonious ...

  6. Trending Topic Research: STEM

    Trending Topic Research File. Science, Technology Engineering, and Mathematics (STEM) is one of the most talked about topics in education, emphasizing research, problem solving, critical thinking, and creativity. The following compendium of open-access articles are inclusive of all substantive AERA journal content regarding STEM published since ...

  7. Factors Influencing Student STEM Learning: Self-Efficacy and ...

    Social, motivational, and instructional factors impact students' outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development and taught integrated STEM to students ...

  8. Enhancing senior high school student engagement and academic ...

    The multi-disciplinary nature of science, technology, engineering, and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary ...

  9. Trends and Hot Topics of STEM and STEM Education: a Co-word ...

    This study explored research trends in science, technology, engineering, and mathematics (STEM) education. Descriptive analysis and co-word analysis were used to examine articles published in Social Science Citation Index journals from 2011 to 2020. From a search of the Web of Science database, a total of 761 articles were selected as target samples for analysis. A growing number of STEM ...

  10. Research and trends in STEM education: a systematic analysis of

    Taking publicly funded projects in STEM education as a special lens, we aimed to learn about research and trends in STEM education. We identified a total of 127 projects funded by the Institute of Education Sciences (IES) of the US Department of Education from 2003 to 2019. Both the number of funded projects in STEM education and their funding amounts were high, although there were ...

  11. 200+ Experimental Quantitative Research Topics For Stem Students

    Here are 10 practical research topics for STEM students: Developing an affordable and sustainable water purification system for rural communities. Designing a low-cost, energy-efficient home heating and cooling system. Investigating strategies for reducing food waste in the supply chain and households.

  12. 55 Brilliant Research Topics For STEM Students (2024)

    There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students. A study of protease inhibitor and how it operates. A study of how men's exercise impacts DNA traits passed to children. A study of the future of commercial space flight.

  13. STEM Education Research

    Our Work. Center for Astrophysics | Harvard & Smithsonian STEM education researchers are engaged in a number of projects: Developing research-based tests for use in evaluating students' knowledge of science concepts. These tests are designed to check for common differences in the way non-scientists understand a subject as compared to scientists.

  14. Frontiers in Education

    STEM: Innovation on Teaching and Learning. Vanda Santos. Cecília Costa. Dina Tavares. 6,562 views. 9 articles. Part of a multidisciplinary journal that explores research-based approaches to education, this section aims to contribute to the advancement of knowledge, research and practice in STEM Education.

  15. Undergraduate Research Experiences for STEM Students

    Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for ...

  16. Insights in STEM Education: 2022

    The goal of this special edition Research Topic is to shed light on the progress made in the past decade in the STEM education field and on its future challenges to provide a thorough overview of the state of the art of the STEM education field. This article collection will inspire, inform, and provide direction and guidance to researchers in ...

  17. STEM: Innovation on Teaching and Learning

    This Research Topic is focused on STEM education: based on this model, several studies have emerged on innovative approaches on teaching and learning. In order to meet the demands of developing students for the 21st century skills and given the appropriate characteristics for this goal of the STEM model, further research is needed on this topic.Being so, it is justified to carry out more ...

  18. 190+ Experimental Research Topics for STEM Students

    So, embrace the world of experimental research and be a part of the ever-evolving landscape of science and technology. Your contributions can lead to breakthroughs that shape our future. Explore 190+ experimental research topics for STEM students in biology, chemistry, physics, and more. Ignite your curiosity and innovation today!

  19. Consequential insights for advancing informal STEM learning and

    Progress across STEM learning constructs is attributed to authentic research experiences, students' connections to STEM professionals, direct hands-on participation in projects, and group work.

  20. Research unveils effective STEM program models for high school students

    Number of SEE student applicants and participants per program year. Credit: Humanities and Social Sciences Communications (2024). DOI: 10.1057/s41599-024-02797-w

  21. 189+ Good Quantitative Research Topics For STEM Students

    Following are the best Quantitative Research Topics For STEM Students in mathematics and statistics. Prime Number Distribution: Investigate the distribution of prime numbers. Graph Theory Algorithms: Develop algorithms for solving graph theory problems. Statistical Analysis of Financial Markets: Analyze financial data and market trends.

  22. 100 Science Topics for Research Papers

    How to Start Your Science Research Paper. Science papers are interesting to write and easy to research because there are so many current and reputable journals online. Start by browsing through the STEM research topics below, which are written in the form of prompts. Then, look at some of the linked articles at the end for further ideas.

  23. 24 STEM Lessons You Can Quickly Deploy in the Classroom

    In this cross-curricular STEM and language arts lesson, students learn about planets, stars and space missions and write STEM-inspired poetry to share their knowledge of or inspiration about these topics. Subject Science. Grades 2-12.

  24. 200 Quantitative Research Topics for STEM Students: Catalysts of

    Astronomy. Observing moon phases. Studying planets in our solar system. Recording star and constellation movements. Investigating light pollution effects on stargazing. Studying meteor shower patterns. See also 100 Research Topics in Commerce Field: Innovation and Insights.

  25. 189+ Experimental Quantitative Research Topics For STEM Students

    Here are 8 key points on how to do experimental research effectively. 1. Clear Research Focus. Begin by defining a clear and focused research question. A well-defined question provides a purpose and direction for your experiment, guiding your choices in variables and methodology. 2.

  26. Exposure to different kinds of music influences how the brain

    When the researchers first did this experiment, with American college students as the test subjects, they found that people tended to produce time intervals that are related by simple integer ratios. Furthermore, most of the rhythms they produced, such as those with ratios of 1:1:2 and 2:3:3, are commonly found in Western music.

  27. What motivates students to pursue STEM education overseas

    The popularity of international education among Indian students has increased substantially with 1.3 million Indians opting for education abroad during 2017-2022, as per the Ministry of Education ...

  28. 2024 Chemistry Olympiad round one results

    The Royal Society of Chemistry (RSC) has disclosed the 2024 grade boundaries for the first round of the UK Chemistry Olympiad. On 25 January, 14,915 students from 1,025 schools took part - a fantastic new participation record. More than 70% of the students who took part achieved Bronze, Silver and Gold awards.