- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- Science, Technology, Engineering, and Mathematics (STEM) Implication on Learning Proficiency and Student Engagement: A Case Study of Teacher and Educational Leader Perceptions, 2019
- Creator:
- Wade, Shamekia
- Date of Original:
- 2019-12
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- The purpose of this qualitative study was to examine STEM implementation for high school biology students living in the metro Atlanta area. STEM implementation in this study referred to the engagement of students in hands-on and inquiry-based discovery learning activities. The working hypothesis here was that when STEM is implemented as a diverse set of engaging activities, students will enjoy STEM and are more likely to have higher learning proficiencies. The researcher used a qualitative observation form, a qualitative interview for teachers, and a qualitative interview for educational leaders to examine the relationships between the perceptions of what goes on in the biology classroom that may impact learning proficiency and student engagement. Administrators’ perceptions of STEM implementation were very positive for the need of an effective STEM program. The administrators appeared ready to initiate one of the most aggressive STEM programs imaginable if they can find the teachers who possess the skills and knowledge needed for a successful STEM program. The teachers’ perceptions of STEM implementation were very similar to that of administrators in the sense that both were very supportive, but both identified barriers that prevented them from fully implementing a successful STEM program. The results of this study might indicate that several factors work synergistically to create a positive impact on student performance. These findings also suggest that implementing STEM creates an environment where learning is possible but is not guaranteed. However, failure to implement STEM will prevent STEM learning. The logic of this is that proper STEM implementation is just one of many factors that promotes learning. Other factors that influence STEM learning include the quality of the teacher, the attitude of the student, and the cognitive abilities of the students. The findings of this research provide assistance to administrators, teachers, and organizational leaders with necessary protocols to successfully implement STEM programs and inform individuals why STEM programs should be implemented expeditiously.
Date of award: 2019-12
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Educational Leadership
Advisor: Hill, Barbara - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2019_wade_shamekia
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
