Date of Conferral
2020
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Natolyn Jones-Ferguson
Abstract
A New England community college reported that 60% of General Chemistry college students, who were science, technology, engineering, and mathematics (STEM) majors, did not advance in the STEM curriculum. To potentially increase student persistence in STEM curriculum, this qualitative case study project explored the self-efficacy perceptions of General Chemistry students after participating in project-based service-learning with elementary-school students. Bandura's social cognitive theory provided the conceptual framework for the study, supporting an understanding of learner self-efficacy. Research questions focused on chemistry students perceived self-efficacy after interactions with elementary-school students, teamwork, and the development of a project. Semistructured interviews with 10 participants and five reflective journals provided data that were coded and analyzed using the content analysis method. Findings revealed project-based service-learning was a viable strategy to enhance the perceived self-efficacy of college chemistry students. An increase in chemical knowledge, mentoring and teaching elementary-school students, and being part of a team developing and executing the project were frequently reported as sources for increased self-efficacy. Based on results, a 2-day professional development conference to train STEM faculty in project-based service-learning pedagogy was developed. This study affects positive social change by communicating the value of project-based service-learning in chemistry for increasing the self-efficacy of STEM majors and providing a model of professional development to improve student persistence.
Recommended Citation
Sliker, Sarah Quast, "General Chemistry Students' Perceived Self-Efficacy after Completing Project-Based Service-Learning Activities" (2020). Walden Dissertations and Doctoral Studies. 9446.
https://scholarworks.waldenu.edu/dissertations/9446
