A Case Study of the Effectiveness of Audiovisuals for English Language Learners in STEM Courses: Enhancing the Girls Who Code Curriculum at the North Side Learning Center

A Thesis Submitted in Partial Fulfillment of theRequirements of the Renée Crown University Honors Program at

Syracuse University

Hanna Nichols

Candidate for Bachelor of Arts Degreeand Renée Crown University Honors

Spring 2020

Honors Thesis in Policy Studies and Citizenship & Civic Engagement

Thesis Advisor: Dr. Anne Mosher, Citizenship and Civic Engagement Department Chair

Thesis Reader: Peter Wilcoxen, Professor of Public Administration and International Affairs

Honors Director: Dr. Danielle Smith, Director

1

Abstract

English Language Learners (ELLs) are the fastest growing student population in the United States, and their growth is projected to outpace that of the overall PK-12 student population (Shi 46). According to The National Assessment of Educational Progress (NAEP), there is a significant achievement gap between ELLs and non-ELLs in STEM-related content areas with disproportionately low scores for ELLs. Despite this, there is a lack of literature surrounding ELLs in STEM: specifically STEM teachers’ preparation for ELLs; the degree of inclusion of ELL students in STEM disciplines; and effective instructional strategies to better support ELLs in understanding STEM-related content. However, research in a different context—developing listening comprehension—has shown that the integration of technology in ELL classrooms, including the use of audiovisuals, is an effective instructional strategy for the ELL population. This thesis presents a project that integrates insights from that literature into an existing curriculum for introducing middle and high school-aged ELL students to computer science. As the Program Coordinator of Girls Who Code at the North Side Learning Center, I created audiovisuals and a website, displayed them during the sessions, and reported on the observations. After comparing the observations to previous semesters, I found that audiovisuals can be a potentially effective instructional strategy for ELLs in a STEM-related context. This is because the learners displayed a greater sense of autonomy, self-confidence, and memory retrieval; which were similar to the learning outcomes reported by scholars when audiovisuals were used to instruct listening comprehension. Therefore, I recommend that my successor continues to supplement the written curriculum with audiovisuals in the future and I will share my website with the Girls Who Code national organization.

2

Executive Summary

As ELLs comprise 21% of our United States student population and are rapidly growing, it is

concerning that there is a significant achievement gap between ELLs and non-ELLs in STEM-

related content areas and ELLs scored disproportionately low in the STEM sections of the NAEP

(NAEP 2011). However, what is potentially more concerning is lack of literature and research

focused on effective instructional strategies to better support ELLs in understanding STEM-

related content (Shi 456; Besterman & Ernst 33). Therefore, it is vital that schools and

researchers alike begin to prepare to support the unique needs and characteristics of this growing

population and address the gap in the literature regarding ELLs in the STEM field.

Currently, what is known among scholars, is that the integration of technology in ELL

classrooms and the use of audiovisuals in the context of listening comprehension is an effective

teaching strategy for the ELL population. Therefore, I decided to create audiovisuals to

supplement the written Girls Who Code curriculum I used with the high school and middle

school-aged language learners in the Girls Who Code Chapter at the North Side Learning Center

(NSLC). The learners were recruited to join the chapter after the 6 other facilitators and I

presented in the high school and middle school girls classrooms and passed around a form for

each girl to indicate their interest and availability. Initially, we struggled to capture the girls

interest and many of them explained on the form that that they did not previous computer science

knowledge. Therefore, the stakes were high to lower the barriers for them to understand the

computer science concepts we planned to teach and maintain their interest; as it was clear we

could easily lose them and they could opt to do their homework instead.

After each session, I wrote down observations on how the learners engaged with the

audiovisuals that day. After comparing these observations to my observations from last semester

3

implementing the curriculum without the audiovisuals, I determined that audiovisuals can be a

potentially effective instructional strategy for ELLs in a STEM-related context because the

learners displayed a greater sense of autonomy, self-confidence, and memory retrieval; which

were similar to the learning outcomes reported by scholars when audiovisuals were used in

listening comprehension. First off, I observed a greater sense of independence among the

learners; as I noticed many of them replayed the videos on their own and decided which ones

they wanted to watch. Last semester, the learners tended to wait for a facilitator to come around

and explain a concept to them, and their progress was contingent on whether or not a facilitator

could assist them that day. I also noticed improved memory retrieval of coding concepts we

covered in previous sessions. When we conducted the review session at the beginning of the

session, over half of the participants consistently raised their hand to explain the previous

concepts. However, approximately 1-2 girls each session recalled concepts from the previous

session last semester, Finally, I observed a greater sense of self-confidence during the sisterhood

spotlights; as many of them were eager to share and explain the concepts they used in their code.

Last semester, only 1-2 girls would volunteer to share their work, and most of the time they

elected to leave the session instead.

Therefore, when my successor progresses to a new section of the Girls Who Code

curriculum next semester or choose to repeat the curriculum we implemented this semester if

there are a lot of new learners, I recommend using audiovisuals and continuing to assess their

effectiveness among ELLs in a STEM-related context. Therefore, I have provided the link to the

website with the audiovisuals on it to my successor and will assist her in creating an assessment

tool to further determine the effectiveness of the audiovisuals in the absence of literature on

effective instructional strategies for ELLs in STEM courses.

4

Table of Contents

Abstract……………………………………….……………….………….. 1Executive Summary………………………….……………….………….. 2Acknowledgements…………...…………………………………………… 5

Chapter 1: Introduction…………….……...………...……….…………… 6

Chapter 2: Literature Review………….………..…………….…………... 8

Chapter 3: The Intervention.…………………...………………………… 14

Chapter 4: Observations…..………………………………………………. 27

Chapter 5: Discussion………..………………………………………….… 29

Chapter 6: Next Steps………..………………………………………….… 31

Works Cited.………………………………………………………………. 32Appendices………………………………………………………….……… 34

5

Acknowledgements

I wish to express my sincere appreciation to Dr. Anne Mosher, my Thesis Advisor, and Professor Peter Wilcoxen, my Thesis Reader. Their willingness to provide me with thoughtful critiques and unwavering support throughout the development of my thesis and my Citizenship & Civic Engagement major coursework is very much appreciated.

6

Chapter 1

Introduction

I became the Program Coordinator of Girls Who Code at the North Side Learning Center

January 2019 after the previous Program Coordinator and another Citizenship & Civic

Engagement major, Arva Hassonjee, spoke to my Civic Engagement Research Seminar course

about the opportunity that fall. In that class, I had been researching factors that influence the

language acquisition of ELLs in the Syracuse City School District (SCSD) and had been

conducting interviews with SCSD ELL instructors regarding the impact of technology in their

classroom on their learners’ academic success. Therefore, when Arva explained that the position

included working with ELLs in a technology-based course, I accepted and was eager to learn

more about the impact of integrating technology with ELLs in a STEM-specific context. Once I

began to attend the sessions at NSLC, I recognized that instructing this course with a refugee

population in an underfunded learning center brought its own set of unique challenges.

First off, I noticed that the retention rate of the girls in the program was low.

Specifically, as of Spring 2019, there were 30 middle school and high school-aged refugee girls

enrolled at the North Side Learning Center. Of those girls, about 18 initially enrolled in Girls

Who Code when we presented the program in January 2019. In May, 8 to 10 girls attended the

program consistently. I also realized that the learning center did not have enough functional

computers for each girl to use during the session. They had five desktop computers in the

library, but each session only about 2-3 were working or other students at center needed to use

them for their homework. Therefore, girls had to share computers and could not work on their

own projects. Lastly, I noticed that the girls were confused by the written vocabulary and

concepts within the curriculum; reducing their autonomy during the session.

7

To address the lack of functional computers in the learning center and possibly encourage

the girls to stay involved, I worked with the Office of Engagement in Hendricks Chapel this

summer to get 5 laptops donated by the Hendricks Chapel Dean’s Discretionary Fund. As these

computers were owned by the school, we had to bring them back and forth each session and the

girls could not save anything on them. Therefore, we also got flash drives donated to save the

girls work on along with a projector, pens, extension cords, and snacks. This made it possible

for work on their own laptops around the projector where we could demonstrate concepts to the

whole class. I also made a packet for each girl that included a calendar, curriculum overview,

potential field trips, and space for them to do in-class activities. These interventions assisted

with the overall organization of the program, retention of the learners, and lack of resources at

NSLC.

However, I still had not addressed the problem of the girls not understanding some of the

concepts written in the curriculum and coding instructions. That is when I started researching

instructional strategies for ELLs in STEM and noticed the significant gap in the literature. Once

I came across the research surrounding the use of audiovisuals in listening comprehension, I

decided to make the audiovisuals for each lesson, put them on a website alongside the

curriculum, and project the website and audiovisuals during the sessions this Spring. This thesis

presents the literature I used to inform my decision to implement this technique, a description of

the audiovisuals and curriculum, a report of my observations, and my findings after comparing

my observations to previous semesters when the audiovisuals were not used.

8

Chapter 2

Literature Review

English Language Learners (ELLs) comprise 21% of the student population in the United

States and are the fastest growing subgroup of students (Sotomayor 46). Although it is reported

that there are STEM achievement gaps in math and reading in 4th through 8th grade (NAEP) and

that English literacy is a factor that influences overall academic success, the literature on STEM

teachers’ preparation for ELLs, the degree of inclusion of ELL students in STEM disciplines,

and effective instructional strategies to better support ELLs in understanding STEM-related

content is quite limited (Shi 456; Besterman & Ernst 33). Therefore, it is vital that schools and

researchers alike prepare to support the unique needs and characteristics of this population and

address the gap in the literature regarding ELLs in the STEM field.

The National Assessment of Educational Progress (NAEP), used in the U.S. Department

of Education’s The Nation’s Report Card in 2011, is one of the main assessments cited across

the literature regarding specific, empirical evidence of ELL performance in STEM-related

content areas. According to this assessment, only 11% of ELL fourth graders scored at or above

proficient in math as compared to 89% of their non-ELL counterparts (Shi 46). Moreover, The

Nation’s Report Card states that the average score for ELLs was 106 versus 154 for non-ELLs.

The NAEP ranges from zero to 300, so it is evident that there is widespread poor performance in

STEM. Despite this, there remains an achievement gap between ELLs and non-ELLs and ELLs

scored disproportionately low (Sotomayor 1).

Qui Shi, a scholar from Loyola University Maryland, explains that although there is a

substantial amount of literature that covers how gender, Socioeconomic Status (SES), GPA,

math/science course-taking, and race, all influence student achievement and eventual college

9

enrollment in STEM-related coursework, there is a gap of literature missing on ELLs in STEM

education (Shi 47). Therefore, scholars have attempted to apply generally what is known about

language acquisition to their research about ELLs and STEM. Specifically, in Disciplinary

Literacy, English Learners, and STEM Education, Kamberelis and Ridgeway explain that ELLs

can become reasonably proficient at conversational English in 2 to 3 years, but proficiency in

academic English typically requires 6 or more years. The authors argue that STEM materials fall

under the category of academic language, so it is necessary that STEM teachers consider that

ELLs will not be able to participate as fully or understand STEM discourse and social interaction

for that time period and will require adapted curriculum (Kamberelis & Ridgeway 188 ).

There is consensus among many scholars that differentiated, adapted curriculum is

necessary for ELLs. In their article titled, STEM teachers' preparedness for English language

learner, Besterman and Ernst explain that teachers will need to develop knowledge and skills

specific to ELLs and effective teaching strategies to employ with ELLs; especially in the field of

Mathematics and Science ( Besterman & Ernst 33). Shi emphasizes this idea and recommends in

the conclusion of her article for educators and policy makers to create and implement tailored

programs for different sub-groups within ELL students in order to ensure their unique needs and

issues in academic development are addressed because of the in-group differences of gender,

ethnicity, and SES within ELLs ( Shi 12). Despite this, many teachers argue that there is

insufficient information on what they should know about teaching techniques to use with ELLs.

In the article titled, Differentiated Literacy Strategies for English Language Learners,

Grades 7-12, however, the authors discuss generally the importance of differentiating curriculum

for ELLs and explain various instructional strategies that shown the greatest percentile gains

among language learners (Galye, Burkman, & Corwin 13). They describe that there has been a

10

shift in ELL classrooms from teaching in a linear fashion, by using a step-by-step process of

understanding content, to multidimensional, technology-based instruction ( Galye, Burkman, &

Corwin 141).They discuss that using a single source of material to teach content leads to students

accepting one view and one authority, and that integrating technology in the classroom better

prepares language learners for the twenty-first century (Galye, Burkman, & Corwin 162). They

go on to explain that specifically using technology to generate nonlinguistic representations of

the material, like a visual or audiovisuals, is an example of effective instructional strategy used

and are recalled with 90% accuracy by ELLs (Galye, Burkman, & Corwin 13).

This idea of integrating technology in ELL classrooms is also discussed in the ELL

teaching strategies compiled by the National Association of Elementary School Principals

(NAESP). They found that integrating technology in STEM instruction that allows learners to

customize their own learning to fir their own pace and repeat as many times as need to ensure

understanding has been particularly successful (Sotomayor 40). Additionally, they found that

using mixed modalities with ELLs helps improve their understanding as well. Specifically, they

argue that activities that incorporate auditory, visual, and kinesthetic modalities with multiple

language supports foster a connection between English and STEM for ELLs (Sotomayor 40).

The effectiveness of the use of audiovisuals in ELL classrooms has been

discussed by other scholars within the context of listening comprehension. In their article titled

Blended Learning for the Development and Assessment of Listening Skills in a Second Language,

Caruso, Colombi, and Tebbit discuss how audiovisuals can be an effective way to

reconceptualize listening comprehension pedagogy because they maintain the integrity of the

five elements of effective listening comprehension material (content validity, purposefulness and

transferability, retrieval of information from long-term memory, teaching new listening skills

11

and authenticity) in a more effective manner (Caruso 4). They also discuss how implementation

of audiovisuals can provide a sense of autonomy; given that students have access to the material

from home, have total control over the audio tracks, and can advance to more difficult videos

(Caruso 6). Although this literature did not discuss using these audiovisuals in STEM-specific

content, the effectiveness they saw when using this technique could be replicated in a variety of

ELL-related contexts because of their broad benefits of increasing autonomy, improving the

retrieval of information from long-term memory, and ensuring students’ progress of

understanding more difficult concepts (Caruso, 6).

In her article titled, A Model For Listening And Viewing Comprehension in

Multimedia Environments, Hoven further discusses the effectiveness of audiovisuals within the

context of listening comprehension. She argues that audiovisuals allow students to fulfill their

role of “actively interpreting and negotiating” the meaning of messages when they include user-

friendly software that enables learners to take control of their learning (Hoven 76). She goes on

to explain that creates a sense of interactivity, or the potential for learners to make decisions

about the content, mode, order, pace, level, and degree of self-direction in a software package

(Hoven 78). Hoven then discusses how this interactivity allows for the learner to develop

listening skills through the process of scaffolding; in which teachers play a progressively

diminishing role as the involvement and investment of the learner increases (Hoven 79). This

scaffolding can be achieved if the features of the computer are focused on task completion and

the design of the software to deliver instruction is appropriate (Hoven 79). Once again, although

Hoven does not explicitly cover the implementation of audiovisuals in a STEM-related context,

it can be inferred that this same scaffolding process and autonomy that students gain in the

12

listening comprehension context would occur if the audiovisuals are implemented in a STEM

classroom.

Beyond the use of audiovisuals in a listening comprehension context, scholars have also

looked at the benefits of this technique on language acquisition broadly. In "A Look at the

Research on Computer-Based Technology Use in Second Language Learning,” Liu discussed

how technology, specifically multimedia, has been integrated in the classroom over the past 11-

years and the use of appropriate software in language classes could increase language learners’

self-esteem, vocational preparedness, language proficiency, and overall academic skills (Liu

252). Currently, scholars have become increasingly interested in the interactive component of

audiovisuals that they argue play a key role in increasing learner autonomy in addition to

simulating real-world situations using audio, video, and graphics (Liu 252). Overall, the

majority of the studies Liu reviewed reveal an enthusiastic response and positive attitudes toward

technology use from the students; specifically, “88% regarded it as a good addition to more

traditional ways of vocabulary acquisition and 92% of the students preferred learning new

vocabulary using a computer program” (Liu 263). Again, although this article did not reference

STEM coursework explicitly, it can be expected that audiovisual use could assist with STEM-

related vocabulary and learner autonomy.

This review of the existing literature has revealed that there is an achievement gap

between ELL and non-ELL performance in STEM course, but a lack of research surrounding

effective instructional strategies to better support ELLs in understanding STEM-related content.

As ELLs are an increasingly growing subgroup within the United States student population, it is

necessary to address this gap in the research and determine successful teaching technique to

adapt to the unique needs of the ELL population. Based on what has been discussed broadly

13

about ELL instruction, the integration of technology in the classroom has been effective in areas

such as listening comprehension. It can be inferred that the benefits of using audiovisuals within

the context of listening comprehension such as increased learner autonomy, a greater presence of

teacher scaffolding, improved memory retrieval, and a better understanding of more complex

concepts would also be seen if audiovisuals were implemented within the context of STEM-

related classroom as well.

14

Chapter 3

The Intervention

As the current Program Coordinator of Girls Who Code at the North Side Learning Center, I

supplemented the written Girls Who Code curriculum with audiovisuals and recorded

observations each session to determine its effectiveness as a possible technique to use with ELLs

in STEM classrooms. I created the audiovisuals by demonstrating coding concepts on the

Scratch Desktop application using a screen-recording software application known as

“CloudApp.” Specifically, I provided examples of the vocabulary, language, and objectives

within the Animations section of the Girls Who Code curriculum. Then, made a website1 with

audiovisuals alongside the written curriculum for the learners to use.

Girls Who Code is a national organization dedicated to closing the gender gap in technology

through the facilitation of afterschool coding clubs and summer immersion programs. On their

website, they provide a mini-club, 10 week curriculum and a full-length, 15 week curriculum

that include women in technology spotlights, coding tutorials, and sisterhood spotlights for the

learners to recognize each other’s work. The coding tutorials use a kid-friendly, block-based

programming software called “Scratch.” This service was developed by the MIT Media Lab and

can be access online or downloaded as a desktop application.

NSLC is a non-profit organization that has been in operation since 2009, and their mission is

to assist adult and youth newcomers to the United States through literacy development so that

they can be self-sufficient members of our community. The Girls Who Code Chapter was

founded at the North Side Learning Center in 2017 and I became the Program Coordinator of the

Chapter in January of 2019. 4 facilitators and I instruct the program on Monday nights for

1 https://www.gwcclubny12892.com/

15

approximately 4-10 high school girls. 3 facilitators and I instruct the program on Wednesday

nights for approximately 4-15 middle school girls. All of the girls that attend the program are

newcomers to the country, predominately from Somalia, and English Language Learners. Each

week, we facilitate in NSLC’s library.

This semester we attended Monday and Wednesday’s every week from February 3rd

through March 9th with the exception of the Syracuse City School District’s Winter Break from

February 16th-20th. Each session, we projected the website I created with the audiovisuals on it

for the respective lesson and completed a women in technology spotlight, a review from last

session, a coding tutorial using the audiovisuals, and a sisterhood spotlight for them to present

their work for that day.

Below is an overview of the curriculum sections, the audiovisuals created for each

section, and the figure numbers for the screenshots and descriptions of what the audiovisuals

demonstrates.

Girls Who Code Curriculum Overview

Introduction: Get Started

This module is done at the beginning of the first session after introductions, an overview of the

GWC program, and a women in technology spotlight. It covers basic techniques for navigating

the scratch software. I developed two videos shown in Figures 1 and 2 below. The first shows

how to drag the “move 10 steps” block into the coding environment and the second shows how

the user can double click the center of the “move 10 steps” block to delete the number “10” and

type in -20 instead.

16

Figure 1: Dragging a block in Scratch

Figure 2: Changing the value of a scratch block

17

Part 1: Scratch Basics

This module builds off of the introduction and continues to give learners the opportunity to

practice familiarizing themselves with the scratch software. I developed a video shown in

Figures 3 below. This demonstrates how to find the “when green flag clicked” block in the

events menu, drag the block on top of the other code in the coding environment, and how to click

the green flag to prompt the code to run instead of having to click the connected blocks..

Figure 3: Using the “When Green Flag Clicked” Block in Scratch

Part 2: Loops

This is the first coding tutorial in the animations section that focuses on a specific coding

concept. Specifically, it focuses on for loops and forever loops. I developed three videos shown

18

in Figures 4, 5, and 6 below. The first shows how to find the “repeat 10” block in the control

menu and wrap it around the code in the coding environment. Then, I run the code and show

that it repeats the actions wrapped inside the “repeat 10” block 10 times. The second

demonstrates how the user can double click the center of the “repeat 10” block to delete the

number “10” and type in 2 instead. The final audiovisual shows the two ways the user can stop a

forever loop. The audiovisual first shows that the loop can be stopped by clicking on the red

stop button next to the green flag button. Then, it displays how the “stop all” block can be

dragged in to the coding environment from the control menu to stop the forever loop as well.

Figure 4: Wrapping the code in a repeat loop

19

Figure 5: Changing the number of times a loop repeats

Figure 6: Stopping a forever loop

20

Part 3: Functions

This next coding concept focuses on the concept of functions and how they can be defined and

called in their code. I developed two videos shown in Figures 7 and 8. The first shows how to

define a function. It demonstrates how the user can navigate to the “my blocks” menu option,

click on the “make a block” button, type in the block name “right left glide”, and then drag the

defined block with “right left glide” on it over the code the user wants to define as a function.

The second audiovisual demonstrates how to call a function. It shows how the user can drag the

blocks with the function names “right left glide” and “jump up down” in the “my blocks” menu

under the “when green flag clicked” button. Then, it shows that when the green flag button is

clicked, the sprite performs the motions defined by the functions “right left glide” and “jump up

down.”

Figure 7: Defining a function

21

Figure 8: Calling a function

Part 4: Variables

This module focuses on how variables can be created and used in Scratch. I developed

three videos shown in Figures 9, 10, and 11. The first shows how to create a variable. It

demonstrates how the user can navigate to the “variable” menu option, click on the “make a

variable button, type in the variable name “Set Flip Amount”, and then drag the “set my variable

to 0” block into the code. Then, the audiovisual shows how to click on the “my variable” drop

down menu in the “set my variable to 0” block and select the “Set Flip Amount” variable name I

created. Then, it shows how to change “0” to “180” in the “set my variable to 0” block. The next

video demonstrates how to use the variable in the code. It demonstrates how the user can drag

the blocks with the variable names “flip amount” and “wait time” in the “variables” menu into

the appropriate blocks within the code. Specifically, it shows that the “flip amount” block is

22

dragged inside of all of the “turn 15 degrees” blocks and the “wait time” block is dragged inside

of all of the “wait 1 second” blocks.

The third shows how the user can use mathematical operators in conjunction with their

variables. First, it shows how to use multiplication to coerce the “move distance” variable,

which is set to 40, to equal 80. It demonstrates this by dragging the “move distance” variable

into the “move 80 steps block” and then dragging the multiplication block from the “operators”

menu into the coding environment. Then, the audiovisual shows how to drag the “move

distance” block into the first space in the multiplication block and then type “2” into the second

space. The demonstration concludes with showing how the user can drag the “move distance

multiplied by 2” in place of the “move distance” block in the “move 80 steps block.” I then

verbally explain that the block will move the sprite 80 steps using my variable instead of 40.

Figure 9: Creating a variable

23

Figure 10: Using the variable in the code

Figure 11: Using mathematical operations in variables

24

Part 5: Conditionals

The final coding concept in the Animations section focuses on how different types of

conditionals can be used in Scratch. I developed three videos shown in Figures 12, 13, and 14.

The first shows how to create an if-then conditional. First, it shows how the user can navigate to

the “control” menu to find the “if-then” block. Then, it displays how to find the “key space

pressed?” block in the “sensing” menu. Next, it shows how to drag the “key space pressed?”

block in between the “if” and the “then” in the “if-then” block. Then, it demonstrates how to use

the drop down menu in the “key space pressed?” block to select the “right arrow” option.

Finally, the audiovisual shows how to wrap the code you want to execute when the right arrow is

clicked instead of the “if-then” block and I run the code to show how the sprite will move.

The second demonstrates how to use an “if-else” statement. First, I verbally explain that

an “if-else” statement would be used in this example “if I wanted different ballerina poses to win

out.” I say that “I could change the order of the if-then statements, or that I could put in an if-

else statement instead.” Then, the audiovisual demonstrates how to navigate to the “control”

menu, find the “if-else” block and wrap the code in it. Then it shows how to drag the “key right

arrow pressed” block from the “sensing” menu in between the “if” and the “then” and then how

to wrap the rest of the code in the coding environment under the else portion of the “if-else”

statement. The final audiovisual shows how to nest multiple “if-else” statements into the code. It

first shows how to navigate to the navigate to the “control” menu, find the “if-else” block and

wrap the code in it. Then it demonstrates how to drag the “key left arrow pressed” block from

the “sensing” menu in between the “if” and the “then”. Finally, it shows how the whole “if-else”

statement can then be dragged under the “else” portion of the other “if-else” statement in the

25

code. I then verbally explain that using these multiple “if-else” statements together is called

nesting.

Figure 12: Creating an if-then conditional

26

Figure 13: Using an if-else conditional

Figure 14: Nesting if-else conditionals

27

Chapter 4

Observations

Each session I facilitated for both the high school and middle school girls, I reported my

observations. The observations for the high school girls can be found in Appendix A and the

observations for the middle school girls can be found in Appendix B. Overall, with the high

school-aged girls, I noticed right away that the audiovisuals captured their attention and they

liked being able to play them on their own. As they became more comfortable with using them

every session, they no longer were waiting for a facilitator and started to play or re-watch the

videos on their own when they were confused. I also noticed that more of them began to watch

the videos first before jumping into their project to internalize the steps they needed to take first

or they followed along step by step and paused the video as they worked. By the final sessions, I

saw the girls offering to help each other more and became more willing to share their work. As I

overheard them help each other, the other facilitators and I noticed that they were referencing

concepts from previous classes without being prompted.

In the middle school girls’ sessions, it took us a couple of classes to orient the girls to the

program and manage the behavioral aspects of the session. As they became more familiar with

scratch and we gave them time to explore on their own, the videos became increasingly relevant

to them and they became more willing to watch them. Particularly, they enjoyed the videos that

demonstrated the loops repeat over and over and found them fun to watch. Since we started to

have new girls attend each session in addition to a few returners, we began to split the sessions

and show one set of audiovisuals to the returners and a different set to the new attendees.

Regardless of when they started using the audiovisuals, I noticed that the girls liked to work in

groups to watch the videos together and copy them step by step. It appeared to be engaging for

28

them and easy for them to determine each step. As they worked together, I noticed the girls

mentioning concepts to each other from previous sessions. Therefore, in both the middle school

and high school-aged sessions, I observed autonomy among the learners, memory retrieval of

earlier concepts, and self-confidence when presenting or sharing their projects with the other

students.

29

Chapter 5

Discussion

After recording these observations, I then compared them to my experiences facilitating

the Girls Who Code program in the fall to determine my findings. Specifically, last semester, the

learners would mostly wait for a facilitator to assist them when attempting to apply a new

concept to their code. So, if there were a lot of girls in attendance that day, some learners would

not get to attempt the technique that session because the facilitators did not have enough time to

help them. This semester, however, I noticed that the girls were able to play and replay the

videos on their own when they were stuck or wanted to review a concept and decided which ones

they wanted to skip or view. This conveys a greater sense of autonomy among the learners; as

they were able to work at their own pace and did not need to wait for a facilitator to learn the

steps to apply the concept to their own project.

Beyond this, last semester, when we would conduct the review sessions at the beginning

of each session, I noticed that only 1-2 girls would remember concepts that we covered from the

previous class or none of them would remember. Now, after the implementation of the

audiovisuals, I reported over half of the participants each session consistently raising their hands

to explain the concepts we learned last class. This demonstrates an improved retrieval of

concepts from their memory.

Additionally, last semester, most of the girls would leave when we would give them the

opportunity to share their work, or 1-2 of them would elect to share it after much convincing by

the facilitators. However, this semester, every girl each session would participate in the

sisterhood spotlights and would share their code at the end of the class. As they presented, they

would explain the concepts that they used that day and what their code is doing. This shows that

30

the girls displayed an increased sense of self-confidence after the audiovisuals were

implemented. The increased learner autonomy, improved memory retrieval, and greater self-

confidence that I found after using the audiovisuals this semester were also findings that scholars

reported when using audiovisuals in listening comprehension units with ELLs. Therefore,

despite the gap in the literature regarding effective instructional strategy for ELLs in STEM, I

have determined that audiovisuals can be a potentially effective technique to implement with

language learners in STEM-related contexts.

31

Chapter 6

Next Steps

Based on these findings, I recommend that my successor continues to supplement the

written curriculum with audiovisuals in the future. If many of the learners return to the program

and she chooses to progress to a different section of the curriculum, I will assist her with creating

audiovisuals using the CloudApp software and the Scratch desktop application. If there are large

number of new learners or participants, however, I will provide her with a link to the website I

have made with the audiovisuals on it that correspond to the respective sections of the

aminations curriculum. I will assist with creating an assessment tool so that she can continue to

measure the effectiveness of using audiovisuals with ELLs in a STEM-related context in the

absence of literature on the topic.

Additionally, at the start of the semester, I contacted my GWC chapter’s club contact

from the national organization to ask if there were any other GWC chapters that have language

learner or refugee populations that have come to them for support. To best assist us, my club’s

contact reached out to a curriculum specialist from the national organization to ask, and she

requested to have a phone call with me. During this phone call, I explained to her the lack of

research surrounding effective instructional strategies for language learners in a STEM-related

context, the ELL population I work with at NSLC, and my idea to adapt the curriculum by

supplementing the curriculum with audiovisuals. After explaining this to her, she said that clubs

with language learner populations have approached her before asking for support, and that she

would like to collaborate to put an adapted curriculum on the GWC national website. Therefore,

I plan on sharing my website, observations, and literature review with the her and potentially

work on launching the curriculum on their website.

32

Works Cited

Allan, V., Jody, M., Pantic, K., Poole, F., & Roller, J. (2018) Drawing a computer scientist: stereotypical representations or lack of awareness? Computer Science Education. Retrieved October 16, 2019 by https://doi.org/10.1080/08993408.2018.1533780

Ariani, M., Ghafournia, N. "The Relationship between Socio-Economic Status, General Language Learning Outcome, and Beliefs about Language Learning." Canadian Center of Science and Education (2015). Print. 4 November 2018.

Ballard, M., Noam, G., & Krishnamurthi, A (2014). Examining the impact of afterschool STEM programs. Afterschool Alliance. Retrieved October 17, 2019 from https://files.eric.ed.gov/fulltext/ED546628.pdf

Besterman, K., Ernst, J., & Thomas, O (2018). STEM teachers' preparedness for English language learners. Journal of STEM Education : Innovations and Research. Retrieved October 17, 2019 from https://search.proquest.com/docview/2137842978?accountid=14214

Bucklein, B., Chiyaka, E., Mupinga, D, & Sithole, A (2017). Student attraction, persistence and retention in STEM programs: success and continuing challenges. Higher Education Studies. Retrieved October 17, 2019 from http://dx.doi.org/10.5539/hes.v7n1p46

Caruso, Marinella. Colombi, Anna. Tebbit, Simon. “Teaching how to Listen. Blended Learning for the Development and Assessment of Listening Skills in a Second Language.” Journal of University Teaching & Learning Practice. 14.1 (2017). Print. 17 September 2018.

Cheryna, S., Master, A., & Meltzoff, A (2016). Computing whether she belongs. Journal of Educational Psychology. Retrieved October 17, 2019 from https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000061

Gorges, T. & Koch, M. (2016). Curricular influences on female afterschool facilitator’s computer science interests and career choices. Journal of Science Education and Technology. Retrieved October 17, 2019 from https://link-springer-com.libezproxy2.syr.edu/article/10.1007%2Fs10956-016-9636-2

Gregory, G., & Burkman, A. (2012). Differentiated Literacy Strategies for English Language Learners, Grades 7–12. Corwin. Retrieved April 21, 2020 from http://web.a.ebscohost.com.libezproxy2.syr.edu/ehost/ebookviewer/ebook/ZTAwMHhuYV9fMTA0NjQzNF9fQU41?sid=504f1308-3f9c-4066-9371-781c65062b54@sdc-v-sessmgr03&vid=0&format=EB&rid=1

Hoven, Debra. “A Model for Listening and Viewing Comprehension in Multimedia Environments.” Language Learning & Technology. 3.1 (1999): 73-90. Print. 17 September 2018.

Kamberelis, G., Leonard, J., Ridgeway, V (2014). Disciplinary Literacy, English Learners, and STEM Education. Action in Teacher Education. Retrieved October 17, 2019 from https://doi.org/10.1080/01626620.2014.936766

33

Kermarrec, A. (2015). Computer Science: Too Young to Fall into the Gender Gap. IEEE Internet Computing. Retrieved October 16, 2019 by http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6818937&isnumber=6818905

Liu, Moore, Graham, & Lee. "A Look at the Research on Computer-Based Technology Use in Second Language Learning." Journal of Research on Technology in Education (2014). Print. 4 November 2018.

Shi, Qi (2017). English Language Learners’ (ELLs) Science, Technology, Engineering, Math (STEM) Course-Taking, Achievement and Attainment in College. Journal of College Access. Retrieved October 17, 2019 from http://scholarworks.wmich.edu/jca/vol3/iss2/5

Sotomayor, K. (2013). Teaching STEM to English-Language Learners. NAESP. Retrieved April 21, 2020 from https://www.naesp.org/sites/default/files/Sotomayor_JF13.pdf

Thorne, S., Smith, B. "Second Language Development Theories and Technology-mediated Language Learning." Equinox Publishing Ltd (2011). Print. 4 November 2018.

34

Appendices

Appendix A: High School Girls Observations

Week 1 (2/3): Set Your Vision:

Animations in Scratch- Get Started

Part 1: Scratch Basics

Observations:

Since this was our first session, most of the time was dedicated to introductions and handling

housekeeping and logistics for the rest of the semester. However, the few minutes I did have to

play the videos the girls seemed intrigued and the audiovisuals appeared to help them get

reoriented to scratch as they practiced dragging the blocks into the coding environment.

Week 2 (2/10) Make a To-Do List

Animations in Scratch Part 2: Loops

Observations:

Right after playing the audiovisuals about wrapping the code and changing the number inside of

the block, I noticed that the girls were attempting to add a loop to their project right away. Last

semester, a facilitator would usually have to sit with the learner and help them navigate the

scratch software. Therefore, even from the first time playing the video, I noticed that the

students had more autonomy right away to start applying the concepts to their code.

35

Week 3 (2/24): Sketch your Idea

Animations in Scratch Part 3: Functions

Observations:

This week, I noticed that the girls took the time to watch the videos being played on the projector

before jumping into their code and trying to apply the concept themselves. In previous weeks, it

took me a few minutes to encourage them to stop working on their code and to watch the videos.

Now, I think they are starting to recognize the benefit of watching the video first.

Week 4 (3/2): Club Check-In

Animations in Scratch Part 4: Variables

Observations:

This concept proved to be particularly difficult for the girls to understand. Therefore, I think that

they heavily relied on the audiovisuals to show them what to do. After carefully watching the

videos, I noticed that a lot of them were trying to copy the steps shown as opposed to having the

facilitators help right away. When they did a step correct or completed making or using their

variables, they wanted to show all of the facilitators and their peers what they created.

Week 5 (3/9): Test Your Work (combined high school and middle school girls session)

Animations in Scratch Part 5: Conditionals

Observations:

While I gave the learners time to apply the conditionals to their own code after showing them the

audiovisuals on my website, I could hear them mentioning other concepts we had covered in

their conversations. For example, I could hear them telling each other to “put the conditional

36

after the loop” and to “add a function” to their code. Even though this didn’t directly relate to

the concept of that particular lesson, it was the first time I had heard multiple students

referencing different concepts we had covered without being prompted.

37

Appendix B: Middle School Girls Observations

Week 1 (2/5): Set Your Vision:

Observations:

Since this was our first session, most of the time was dedicated to introductions and handling

housekeeping and logistics for the rest of the semester. There was a lot of girls this session and

many had not attended Girls Who Code in the fall, so we did not get to play the audiovisuals and

instead focused on orienting them to the club.

Week 2 (2/12) Make a To-Do List

Animations in Scratch- Get Started

Part 1: Scratch Basics

Part 2: Loops

Observations:

This was the first session that we started using scratch with the girls. So, we spent most of the

time letting them play around it and orient themselves to it. However, once they started to seem

antsy, we showed them a few of the audiovisuals on dragging a block into the center, switching

the number inside of a block, and making a loop. They liked watching how the loops made the

sprite repeat over and over in the audiovisual and wanted us to help them apply it to their own

code.

38

Week 3 (2/26): Sketch your Idea

Animations in Scratch Part 3: Functions

Observations:

During this session, we had some girls that were in attendance the previous week and some that

were new. So, we split up the girls and had some of the facilitators work with the girls that had

already covered the scratch basics and loops and some work with the new girls. In group that

was present the previous week, we reviewed with them what loops were and they quickly

remembered the different types of loops and how to use them in their code. Then, we played the

videos on functions and repeated it for them as they worked to replicate the steps in their own

code.

Week 4 (3/4): Club Check-In

Animations in Scratch Part 4: Variables

Observations:

This session was the first time that the girls asked to use the computer that was projecting the

videos to replay the audiovisuals they wanted to see. I watched as they replayed the audiovisuals

on creating variables and using them within their code. One girl sat with her own computer next

to the video and paused it every few seconds while she tried to copy what I was doing in the

video on her own code. This showed that the audiovisuals provided the students with some

autonomy over whether or not they wanted to replay a video, not watch it at all, or pause it where

they need to.

39

Week 5 (3/9): Test Your Work (combined middle school and high school aged girls session)

Animations in Scratch Part 5: Conditionals

Observations:

While I gave the learners time to apply the conditionals to their own code after showing them the

audiovisuals on my website, I could hear them mentioning other concepts we had covered in

their conversations. For example, I could hear them telling each other to “put the conditional

after the loop” and to “add a function” to their code. Even though this didn’t directly relate to

the concept of that particular lesson, it was the first time I had heard multiple students

referencing different concepts we had covered without being prompted