A Qualitative Study of STEM Student Motivation to Attend or Not Attend Supplemental Instruction

Autor/in	Evans, Terri
Titel	A Qualitative Study of STEM Student Motivation to Attend or Not Attend Supplemental Instruction
Quelle	(2020), (110 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, New Jersey City University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-7465-2
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Student Motivation; College Students; Student Participation; Supplementary Education; Student Attitudes; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Schulische Motivation; Collegestudent; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ergänzungsunterricht; Schülerverhalten
Abstract	The purpose of this study was to capture student perceptions and their corresponding rationale for attending or not attending supplemental instruction (SI) sessions. Studies show that all students benefit from participation in SI sessions regardless of previous performance, yet the resource is not fully utilized by students who are enrolled in historically difficult STEM courses. In this qualitative study 27 students completed a 10-question survey, 15 students participated in focus groups, 6 students were observed in SI sessions and 4 students were interviewed one-on-one. Results showed that some students managed to make time for SI even when their schedules were complicated by work and commute. Others were not motivated and were stopped when managing multiple priorities that may or may not include work and commute. Some students recognized that SI participation requires a foundation or background of class or unit concepts that are reviewed, practiced and rehearsed in SI sessions. Suggestions for further research include exploring additional methods for delivering SI sessions. Online session availability would support access for students interested in attending more sessions during a semester. Further research into breaking down barriers to preparedness for SI sessions could also be explored. Identification and study of STEM student self-efficacy and self-regulation skills and creating opportunities for improvement in these areas could bridge the gap between those who are motivated to attend SI sessions and those who are not. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01