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.
|Commitee:||Mathes, Jennifer, Dutrow, Anita|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Chemistry, Higher education, Pedagogy|
|Keywords:||Chemistry, Higher education, Pedagogy, Project-based service-learning, Self-efficacy, STEM retention|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be