Date
5-25-2023
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Constance Pearson
Keywords
STEM education, self-efficacy, task value, self-regulation, learning goal orientation, Problem-based learning, motivation
Disciplines
Education
Recommended Citation
Farrell, Rebecca K., "Technology Elective Classes’ Effects on Middle School Students’ Self-Efficacy and Learning Engagement in Science" (2023). Doctoral Dissertations and Projects. 4504.
https://digitalcommons.liberty.edu/doctoral/4504
Abstract
The purpose of this quantitative, causal-comparative design was to examine the technology classes’ effects on private middle school students’ self-efficacy, self-regulation, task value, and learning goal orientation between students in technology electives and non-technology electives. The topic was introduced using historical, theoretical, and societal backgrounds. Further literature review led to a synthesis of the literature investigating technology classes, STEM education, self-efficacy, task value, learning goal orientation, and self-regulation. Further investigations found and synthesized literature that focused on middle school students and their connections to the above topics. The sample for the setting was drawn from 136 participants enrolled in three private schools in Florida. The SALES Questionnaire was utilized to collect data on self-efficacy, task value, learning goal orientation, and self-regulation. After the students completed the questionnaire, the researcher analyzed data using a MANOVA analysis to determine significant differences between the four dependent variables. Finally, a discussion of the results took place and implications, limitations, and future research were also discussed.
