Date of Award
Fall 2022
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Ismahan Arslan-Ari
Abstract
Beyond the classroom experiences are useful learning endeavors designed to help students connect classroom learning to the real world (Kilgo et al., 2015). The purpose of this action research was to evaluate the effect of a technology-based blended learning system on student motivation and interest in participation in beyond the classroom experiences. The blended learning system was offered to STEM-focused junior and senior students who attended a New Jersey high school. The focus of the study was centered around the following questions: How does interest in participation in beyond the classroom experiences change after STEM-focused high school students participate in a blended learning system? and What is the effect of a blended learning system on students’ motivation to engage in beyond the classroom experiences?
To answer the research questions, data were collected from high school students through six blended learning sessions. During the mixed methods data collection, qualitative data were collected in the form of semi-structured interviews and reflection journals and were subject to inductive analysis. Quantitative data were collected from student surveys that included Likert scales and were subject to descriptive statistics.
The data collected indicated the blended learning system caused a positive change in interest in participation in beyond the classroom experiences, as participants’ scores on the student survey increased and student responses to the survey were positive. The results also indicated a mixed or neutral change in motivation for beyond the classroom experiences. The qualitative data supported a positive change in student motivation for beyond the classroom experiences whereas the quantitative data showed positive, neutral, and negative changes in student motivation for beyond the classroom experiences. This shows that the blended learning system could be effective if the time restrictions seen by STEM focused students are considered.
Rights
© 2022, Michael Owdij
Recommended Citation
Owdij, M.(2022). Motivation and Interest in Participation in STEM Beyond the Classroom Experiences: Effects of Blended Learning Systems on High School Students. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7050