Matching Items (7)
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- All Subjects: Self-efficacy
- Creators: Ganesh, Tirupalavanam
- Creators: Buss, Ray R.
Description
The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities had a positive impact on students’ self-efficacy and engagement as well as provides implications that will be of value to language educators interested in enhancing their use of the communicative, flipped classroom model.
ContributorsRama, Rashmi (Author) / Gee, Elisabeth (Thesis advisor) / Buss, Ray R. (Committee member) / Mayes, Eric (Committee member) / Arizona State University (Publisher)
Created2019
Description
This research was intended to investigate the effects of various motivational variables on high school students' declaration of a STEM major in college, focusing on PSEM majors. It made use of data from the High School Longitudinal Study of 2009, including the first and second follow-up years (2011 and 2013). The advantage of this study over others is due to this data set, which was designed to be a representative sample of the national population of US high school students. Effects of motivational factors were considered in the context of demographic groups, with the analysis conducted on PSEM declaration illuminating a problem in the discrepancy between male and female high school students. In general, however, PSEM retention from intention to declaration is abysmal, with only 35% of those students who intended towards PSEM actually enrolling.
ContributorsMangu, Daniel Matei (Author) / Middleton, James (Thesis director) / Ganesh, Tirupalavanam (Committee member) / School of International Letters and Cultures (Contributor) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Learning a second language has been shown to have many benefits, but in the
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
state of Arizona the teaching and learning of second languages has been restricted since the passing of Proposition 203. In the past few years, schools offering Dual Language Immersion programs have emerged, but their teachers do not have much experience, training or resources to teach language through content. Language immersion self- efficacy has been shown to be crucial for the teachers to be more effective in their instruction and for them to embrace the challenges they face.
The purpose of this action research study was to increase Spanish immersion teachers' self-efficacy through a community of practice, in which teachers performed peer observations and offered feedback, collaboratively drew from a pool of resources that were available online for all to use, and supported each other in the areas they felt could be improved.
Quantitative data included pre- and post- intervention self-efficacy surveys, as well as a retrospective survey. Qualitative data included audio recordings and field notes from the community of practice sessions, teacher observations, peer observations, and feedback meetings, as well as interviews.
Results from the analysis of data showed an increase of teachers’ self-efficacy because of the close collaboration and resource sharing that took place during the implementation of the community of practice. Teachers also reported positive changes in practice due to peer observations and collegial conversations during meetings, where teachers could acknowledge their own successes and use ideas from others to improve their practice. Finally, despite all the positive outcomes from this action research study, it was evident there were some systemic issues the community of practice could not change, such as the lack of resources and appropriate curriculum for Spanish immersion teachers.
Many parents and educators have agreed our students should have the opportunity of becoming bilingual to face global competition more effectively. Because of that, Spanish immersion schools have been growing in popularity in Arizona. Moreover, it has become clear that as we have more schools and teachers willing to adopt these programs, more resources must be made available to support immersion teachers and their instruction.
ContributorsSalas, Raquel (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray R. (Committee member) / Hightower, Guadalupe (Committee member) / Arizona State University (Publisher)
Created2016
Description
ABSTRACT The integration of technology into content area teaching while taking into account state standards is a continuing challenge for secondary teachers. To address this challenge, six high school teachers participated in one-on-one tutoring sessions conducted by the researcher. The Technological Pedagogical Content Knowledge (TPACK), which posits that teachers add technology into their practice by blending it with content and pedagogy, served as the theoretical framework and guided implementation of the project. During the one-on-one tutoring sessions, which occurred weekly in hour-long sessions for a five- to eight-week period, teachers selected the focus of the training sessions. To assess teacher perceptions of efficacy quantitative data were gathered prior to and following the intervention using an on-line survey tool. Although pre- to post-intervention scores on the survey increased, the difference was not significant. With respect to the qualitative data four themes emerged. First, there were specific processes and patterns that emerged within the sessions related to the TPACK framework. Teachers selected either technology or content to initiate sessions. Teachers did not begin sessions with high yield pedagogical strategies as a focus. Second, one-on-one tutoring fostered an initial sense of community, and as the project progressed, a community of practice emerged. Third, challenges emerged related to technology and high yield pedagogical strategies. At times technology did not work or teachers expressed there was too much to grasp and apply to their practice. Additionally, the appropriate applications of high yield instructional strategies also presented challenges to participants. Fourth, based on their participation in the project, teachers expressed an increased sense of efficacy with respect to conducting their work. The discussion was focused on how teachers created a community of practice to support their professional growth, which influenced efficacy for teaching as they became increasingly effective in blending technology, pedagogy and content.
ContributorsWilson, Michele (Michelle Jo) (Author) / Buss, Ray R. (Thesis advisor) / Zambo, Ronald (Committee member) / Thomason, Mickael (Committee member) / Arizona State University (Publisher)
Created2011
Description
The goal of this research study was to empirically study a poster-based messaging campaign in comparison to that of a project-based learning approach in assessing the effectiveness of these methods in conveying the scope of biomedical engineering to upper elementary school students. For the purpose of this honors thesis, this research paper specifically reflects and analyzes the first stage of this study, the poster-based messaging campaign. 6th grade students received socially relevant messaging of juniors and seniors at ASU achieving their biomedical aspirations, and received information regarding four crucial themes of biomedical engineering via daily presentations and a website. Their learning was tracked over the course of the weeklong immersion program through a pre/post assessment. This data was then analyzed through the Wilcoxon matched pairs test to determine whether the change in biomedical engineering awareness was statistically significant. It was determined that a poster-based messaging campaign indeed increased awareness of socially relevant themes within biomedical engineering, and provided researchers with tangible ways to revise the study before a second round of implementation. The next stage of the study aims to explain biomedical engineering through engaging activities that stimulate making while emphasizing design-aesthetic appeal and engineering habits of mind such as creativity, teamwork, and communication.
ContributorsSwaminathan, Swetha Anu (Author) / Ganesh, Tirupalavanam (Thesis director) / Shrake, Scott (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Self-efficacy in engineering, engineering identity, and coping in engineering have been shown in previous studies to be highly important in the advancement of one’s development in the field of engineering. Through the creation and deployment of a 17 question survey, undergraduate and first year masters students were asked to provide information on their engagement at their university, their demographic information, and to rank their level of agreement with 22 statements relating to the aforementioned ideas. Using the results from the collected data, exploratory factor analysis was completed to identify the factors that existed and any correlations. No statistically significant correlations between the identified three factors and demographic or engagement information were found. There needs to be a significant increase in the data sample size for statistically significant results to be found. Additionally, there is future work needed in the creation of an engagement measure that successfully reflects the level and impact of participation in engineering activities beyond traditional coursework.
ContributorsJones, Elizabeth Michelle (Author) / Ganesh, Tirupalavanam (Thesis director) / Graham, Kaely (Committee member) / Electrical Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Despite efforts to recruit and retain female engineering students, only about 21.3% of bachelor’s degrees each year in engineering and computer science are awarded to women. The purpose of this synthesis is to understand the ways in which current research has explored how self-identity, engineering identity, and sense of belonging influence undergraduate women’s persistence. Analysis is focused around 4 themes that emerged: (1) Sense of Self: Self-Efficacy, Expectancy Value Theory; (2) Culture of Engineering: Engineering Identity; (3) Stereotype Threat; (4) Interdisciplinary Studies to Expand the Culture of Engineering. Conclusions of this synthesis may be used as opportunities for future engagement with these topics.
ContributorsTapia, Kayla (Author) / Ganesh, Tirupalavanam (Thesis director) / Velez, Jennifer (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05