Science and Mathematics Education Commons^™

Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of preservice teachers’ integrated STEM teaching self-efficacy. This mixed-methods study investigates how preservice elementary teachers’ integrated STEM teaching self-efficacy is shaped during their participation in a newly redesigned STEM semester consisting of three concurrent methods courses (science and engineering, mathematics, and technology methods courses). The quantitative data sources included the Self-efficacy for Teaching Integrated STEM instrument administered as …

Teacher Led Tier Two Intervention To Increase Student Academic Achievement, Cynthia Shepherd

Education Masters Papers

The purpose of this action research was to determine if the implementation of a tier two teacher led intervention would increase student academic achievement. A small group of ten students in a ninth-grade physical science class participated in the study. Data was collected over a period of three weeks using pre- and post- intervention surveys, an exit slip for self-assessment, researcher observations, comparisons of work completion and grades from previous grading periods, participant performance self-assessment, and a goal setting activity. Results show an inconclusive connection between the tier two teacher led intervention and student academic achievement. This is possibly due …

Perceptions And Instructional Practices Used By West Virginian Secondary Agricultural Teachers In Meat Science Education, Kindra D. Carr

Graduate Theses, Dissertations, and Problem Reports

A focus on classroom integration of science, technology, engineering, and math (STEM) concepts has resulted in secondary teachers broadening the scope and delivery of STEM principles in their classes. Because agriculture classes allow students to convert abstract ideas into concrete ideas, they provide a useful setting to teach STEM concepts. Using secondary agricultural classes to teach science is effective and has contributed to higher standardized science test scores, as opposed to a science class alone. West Virginia is known for meat processing facilities and meat technology learning activities in its public schools. However, little is known about how the content …

Through The Lens Of Latinas: The Influences Of An Out-Of-School Time Stem Program, Chaoyi Wang

Theses & Dissertations

Science, Technology, Engineering, and Mathematics (STEM) have been the foundation for discovery and technological innovation in the United States. The United States considers STEM education as a national priority to compete in the global economy and protect the nation’s innovation ecosystem. The high demand for careers in STEM fields promotes the importance of STEM education. However, Latinos, as the fastest-growing ethnic group in the United States, face many challenges in STEM education relating to a lack of progress, degree attainment, and participation in STEM professions.

This research aimed to explore the learning experience in an out-of-school (OST) STEM program, called …

We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen

Faculty Publications

Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.

In Their Own Words: The Significance Of Participant Perceptions In Assessing Entomology Citizen Science Learning Outcomes Using A Mixed Methods Approach, Louise I. Lynch, Jenny Dauer, Wayne A. Babchuk, Tiffany Heng-Moss, Doug Golick

Department of Entomology: Faculty Publications

A mixed methods study was used to transcend the traditional pre-, post-test approach of citizen science evaluative research by integrating adults’ test scores with their perceptions. We assessed how contributory entomology citizen science affects participants’ science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects. Pre- and post-test score analyses from citizen scientists (n = 28) and a control group (n = 72) were coupled with interviews (n = 11) about science experiences and entomological interactions during participation. Considering quantitative data alone, no statistically significant changes were evident in adults following participation in citizen science when compared to …

Learning Through Nature: A Study Of A Next Generation Science Standards Based Teacher Workshop That Blends Outdoor Learning Experiences With Formal Science, Ashley Fanning

Dissertations and Theses

Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around the Next Generation Science Standards influence teachers': a) self-efficacy in teaching science outdoors and b) science pedagogical content knowledge? …

Exploring The Factors That Influence And Motivate Female Students To Enroll And Persist In Collegiate Stem Degree Programs: A Mixed Methods Study, Rosemary L. Edzie

Department of Educational Administration: Dissertations, Theses, and Student Research

Nationally, the need for an increase in interest, enrollment, and degrees awarded from science, technology, engineering and mathematics (STEM) degree programs continues to suffer. While students are enrolling in collegiate STEM degree programs, it is not occurring at a rate that meets the workforce demand. In addition to the concern that there is not a sufficient amount of collegiate STEM majors, there is a concern over too few females enrolling and persisting in collegiate STEM degree programs.

This mixed methods sequential exploratory research study considered the factors that influence and motivate undergraduate female students to enroll and persist in collegiate …

Middle School Student Perceptions Of Homework In Mathematics, Camille M. Thomas

Honors Scholar Theses

Homework has been a source of debate in schools for the past several decades and will continue to be an important topic in the future. It is a traditional part of education but some debate its importance in the classroom. This study explored student perception of homework and their reported performance in middle school mathematics. The research questions focused on student attitudes about homework, the relationship of students’ self-efficacy and support resources to their homework completion, and the relationship of students’ general level of achievement in mathematics to their attitudes about homework. The study involved a survey of 230 middle …

The Effects Of A Technology-Driven Science Application On Postsecondary Chemistry Student Achievement And Self-Efficacy, Darrell Byrum

Doctoral Dissertations and Projects

The purpose of this study was to establish if distinction exists in both student achievement and self-efficacy through the application of technology-based instructional approach in the laboratory environment of undergraduate chemistry courses. The achievement of 52 college students in the southeastern region of the United States was measured through one posttest assessment. Following this assessment, students were examined through a self-efficacy scale to determine preexisting thoughts of working in an undergraduate chemistry laboratory environment, as well as peer interaction. Accordingly, three separate college chemistry I courses were used to generate data via a nonequivalent control group design. From the three …