scholarly journals Developing Self-Efficacy and Behavioral Intentions Among Underrepresented Students in STEM: The Role of Active Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Sophie Kuchynka ◽  
Tina V. Reifsteck ◽  
Alexander E. Gates ◽  
Luis M. Rivera
Keyword(s):  
High School ◽  
High School Students ◽  
Active Learning ◽  
Self Efficacy ◽  
Underrepresented Students ◽  
High Status ◽  
School Students ◽  
Underrepresented Groups ◽  
Scientific Innovation

Increasing academic participation among students from ethnic-racial underrepresented groups in STEM yields societal benefits including ameliorating economic ramifications of the labor shortages in STEM, improving scientific innovation, and providing opportunity, access, and participation in high-status STEM fields. Two longitudinal studies with students from underrepresented groups investigated the role of active learning interventions in the development of STEM self-efficacy and intentions to pursue STEM in the future. Study 1 longitudinally tracked high school students participating in a 4-week geoscience program that applied active learning techniques ranging from hands on experiments to peer discussion. High school student participants displayed increases in self-efficacy and STEM intentions from the start to completion of the program, an effect that was observed exclusively among those who reported strong program quality. Study 2 examined the role of mentorship effectiveness with a sample of community college STEM students interested in transferring to a 4-year college. Students’ relatively strong self-efficacy and STEM intentions at the start of the semester remained stable through the end of the semester. Altogether, the present research highlights the role of positive, inclusive educational climates in promoting STEM success among students from underrepresented group members.

scholarly journals Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Andrew J. Martin ◽  
Rebecca J. Collie ◽  
Robin P. Nagy
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Self Efficacy ◽  
Job Demands ◽  
Learning Support ◽  
School Students ◽  
Personal Resource ◽  
The Relationship

The present study investigated the role of adaptability in helping high school students navigate their online learning during a period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-Resources theory and data from a sample of 1,548 Australian high school students in nine schools, we examined the role of adaptability in predicting students’ online learning self-efficacy in mathematics and their end of year mathematics achievement. It was found that beyond the effects of online learning demands, online and parental learning support, and background attributes, adaptability was significantly associated with higher levels of online learning self-efficacy and with gains in later achievement; online learning self-efficacy was also significantly associated with gains in achievement—and significantly mediated the relationship between adaptability and achievement. These findings confirm the role of adaptability as an important personal resource that can help students in their online learning, including through periods of remote instruction, such as during COVID-19.

scholarly journals The Student-Created Poster: A WebQuest Active Learning Strategy in Online Environments

2020 ◽  
Vol 3 (1) ◽  
pp. 75-84
Author(s):  
Hilda Rakerda ◽  
Nur Arifah Drajati ◽  
Ngadiso Ngadiso
Keyword(s):  
High School ◽  
High School Students ◽  
Active Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
First Grade ◽  
Learning Activity ◽  
School Students ◽  
High School English ◽  
Personal Learning

Posters are one of the school project artifacts that students could create to engage themselves in their knowledge building at school. Combine with WebQuest as the active learning instruction platform in an online learning, creating posters increase students’ engagement, build interest in topic learned, inspire higher-level independent thinking, and motivate student on their personal learning experiences. The aim of this study was to investigate student-created poster as an active learning approach in an online environment using WebQuest to inform instructional practices of student-created poster. This study used a case study method to explore the phenomenon occurred during the elective English course in the first grade of senior high school at Indonesia. Data analyzed in this study included 21 high school students, students’ posters and the classroom observation done in 5 weeks.  The finding of this qualitative study revealed that student-created poster utilizing WebQuest as the instructional learning method was an active learning activity that improve students perception of self-efficacy in comprehend the reading text and write the information in poster and evidence of student engagement of behavioral, affective and cognitive domains. Themes derived from the perception of the participants included: perceived self-efficacy, the novelty or usefulness of creating a poster, and the technical and content knowledge. Student-created poster as an active approach using WebQuest can be included in the context of High School English learning to enhance the English skills of students and foster integrative skills of the 21st century. Practical implications for teachers when designing poster assignments created by students using WebQuest include (a) following a model for the development of posters; (b) providing extra time for content acquisition and revisions; and (c) incorporating group evaluation.

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