Dissertation/Thesis Abstract

Elementary Teacher Self-Efficacy in Engineering and Student Achievement in Math and Science
by Gorena, Jacquelyn L., Ed.D., Dallas Baptist University, 2015, 126; 10605209
Abstract (Summary)

STEM education is a national priority, and more schools are implementing STEM K-12. Elementary teachers are prepared to teach science, mathematics, and technology, but teachers may not feel as prepared to teach engineering. Engineering is a new genre for elementary schools, and it is not typically a content area included in teacher preparation programs. Therefore, teachers may not feel as confident to teach engineering. Teacher self-efficacy is a major variable in student achievement. The purpose of the current study was to determine if there was a statistically significant difference in math and science achievement in grades 3-5 and teacher self-efficacy in engineering. The study revealed mixed results. An Independent-Samples t Test showed a difference in the engineering self-efficacy levels and student achievement in mathematics but not in science. However, the body of research does support the importance of teacher self-efficacy in STEM and preparing students for the 21st century workforce.

Indexing (document details)
Advisor: Qualls, Barbara
Commitee: Dugger, Neil, Lee, Sharon, Price, Carolyn
School: Dallas Baptist University
Department: Educational Leadership K-12
School Location: United States -- Texas
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Pedagogy, Teacher education
Keywords: Engineering, Math, Science, Stem, Teacher efficacy
Publication Number: 10605209
ISBN: 978-0-355-11781-3
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