Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rachel Hernandez

Keywords

STEM education, elementary education, student engagement, student motivation, teacher experiences, self-efficacy theory, Bandura, hands-on learning, coding in education, STEM activities, phenomenology, qualitative research, instructional strategies, K–5 education, teacher perceptions, classroom motivation, constructivism, Vygotsky, Piaget, science education, technology integration

Disciplines

Education | Elementary Education

Abstract

The purpose of this hermeneutic phenomenological study was to describe the lived experiences of maintaining student engagement and motivation during STEM activities in elementary classrooms across the United States. For this research, I applied Bandura's self-efficacy theory as my foundational framework. The study highlights that a teacher’s perception of their efficacy affects their instructional practices and the achievement levels that students reach in STEM disciplines. As such, the primary guiding research question in this case was framed as follows: In what ways do elementary educators articulate their experiences fostering engagement and motivation in students during STEM activities? Data collection for this study was conducted using individual interviews, letter writing, and focus group discussions, employing the hermeneutic phenomenological framework. For this phenomenological study, the participants consisted of ten teachers from various elementary schools, providing a diverse demographic representation across the United States. During the data analysis phase, thematic analysis was employed to identify the common, recurring themes associated with teachers' lived experiences. Several themes emerged from the analyzed data. The participants emphasized the critical importance of STEM instruction, particularly its student-initiated and hands-on components. Findings illustrated genuine relevance alongside constraints such as time. Participants highlighted the skills gap and emphasized the need for ongoing, intensive, and collaborative professional development.

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