Date of Award
2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Jan Yow
Abstract
This action research study examined experiences of eight secondary-level English Language Learners (ELL) that lead to perceptions of being in ELL and STEM courses and how those perceptions impact academic pathways in subsequent course enrollment, specifically STEM courses. The study aimed to identify secondary level ELLs’ lived experiences while concurrently enrolled in ELL and STEM courses through the use of a mixed-methods explanatory sequential design to capture specific lived experiences that promote enrollment in STEM courses through intrinsic motivation. The study employed the use of ClassMaps (CMS) (Doll et al., 1999) and the Intrinsic Motivation Inventory (IMI) (CSDT, 2025) surveys along with one-on-one interviews between the researcher and the secondary ELL student participants.
The quantitative data pointed to unique student experiences in ELL and STEM classes that promoted intrinsic motivation. Qualitative data suggested experiences in ELLs classes supported competence and relatedness, key components of the theoretical framework for the study, Self-Determination Theory (Ryan and Deci, 2000). In the ELL classroom, the qualitative data suggested that students felt better supported by their teachers, had higher mean score for the Interest/Enjoyment subscale, and reported better connected to home-school communication. In contrast, ELLs perceived STEM classrooms to be more structured and autonomy supportive with higher CMS scores in “Following Class Rules” and “My Classmates,” as well as slightly higher IMI scores in perceived choice.
The qualitative data pointed to many aspects of learning in STEM classes that promoted course selection in those subject areas. Collectively, positive teacher relationships, growing self-efficacy, and alignment with personal or career interests increased students’ likelihood of pursuing additional STEM courses, although language challenges and external influence sometimes constrained fully autonomous course selection.
Rights
© 2025, Prakash Patel
Recommended Citation
Patel, P.(2025). Secondary Ell Students’ Perception of Ell and Stem Courses and Its Impact on Enrollment in Stem Courses. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8713