Enhancing science identity through public culminating activities: A classroom-based action research among STE Students

This classroom-based action research examined the effect of public culminating activities on the science identity of Science, Technology, and Engineering (STE) students. Grounded in Science Identity Theory, the study focused on three dimensions: competence, performance, and recognition. A mixed-methods one-group pretest–posttest design was employed involving 109 students from Grades 7 to 10. The intervention consisted of structured public presentations, exhibitions, and demonstrations implemented over one academic quarter. Quantitative data were collected using the Science Identity Scale for Secondary Students (SIS-SS), while qualitative data were obtained through reflective responses. Results revealed a statistically significant increase in science identity scores across all grade levels (p < .001), with large to very large effect sizes (d = 1.39–1.68). Qualitative findings supported these results, indicating improvements in students’ confidence, participation, and perceived recognition. The findings suggest that public culminating activities are an effective instructional strategy for enhancing science identity by promoting authentic performance and social interaction. Implications for classroom practice and future research are discussed.