Graduation Year
2024
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Chemistry
Major Professor
Scott Lewis, Ph.D.
Committee Member
John Ferron, Ph.D.
Committee Member
Jeffrey Raker, Ph.D.
Committee Member
David Merkler, Ph.D.
Keywords
Postsecondary, general chemistry, performance, persistence, affect, cognition
Abstract
Identifying approaches that make science and engineering education broader and more inclusive is core to discipline based education research. Both fundamental and applied research are important in advancing a STEM education that retains the necessary scientists of the U.S.’s future. Thus, the major goal of this work was to evaluate and describe efforts that promote student success within introductory STEM courses. This began with applied research by utilizing quantitative analyses like case-matching, logistic regression, independent sample t-tests, and repeated measures while evaluating the efficacy of peer-led team learning (PLTL). Later, this work delves into qualitative approaches to answer fundamental research questions. Grounded theory is used to construct a chemistry-specific theory of students’ sense of belonging. The research topics and research methodologies that encompass this work are broad. However, these topics and methodologies all contribute to the larger goal of creating both fundamental and applied research that contribute to a broader and more inclusive science and engineering education starting in our undergraduate chemistry courses.
This work quantitatively advanced applied work that seeks to bring more scientists and engineers into society via active learning. The first quantitative study sought to evaluate PLTL’s effect on students’ performance and persistence. Exam scores and persistence data was collected from online General Chemistry II courses which were taught either using online-didactic pedagogy or online-PLTL pedagogy (Chapter III). Using case comparison, t-tests, and logistic regressions, the evaluation demonstrated that students engaging in online-PLTL performed notably better across exams than those engaging with the online-didactic approach. Additionally, those involved in online PLTL exhibited a higher probability of securing a passing grade, resulting in fewer instances of failure and course withdrawals. These outcomes strongly suggest that PLTL is an efficacious educational method in an online learning environment.
Next, a different study sought to evaluate PLTL’s effect on students’ knowledge retention. Measuring student knowledge repeatedly for one year following enrollment in general chemistry and for a different cohort while they were enrolled in analytical chemistry (Chapter IV). In both studies, a repeated measures design was employed, revealing no discernible impact of teaching methods on the sustained retention of information. This discovery, coupled with insights from prior research, suggests that PLTL enhances student achievement and aids in retaining knowledge in a manner that is comparable to didactic pedagogy.
Furthermore, this work created fundamental research through qualitative methodology. The first study used grounded theory to advance a chemistry-specific theory of sense of belonging (Chapter V). The study was important given there are many potential threats to belonging during the transition to college in introductory STEM courses. 19 postsecondary students from introductory chemistry were interviewed with a semi-structured approach. Grounded theory was used as a qualitative analysis to conceptualize sense of belonging. Belonging can be situational, dependent on the occurrences within the setting, or dispositional, representing long-standing tendencies. It is also acceptance-based, such as friendships and support, or value-based, where contributions are recognized or acted upon. These traits are combined into four dimensions: Situational Acceptance, Dispositional Acceptance, Situational Value, and Dispositional Value. This nuanced understanding can guide instructional and research efforts to improve students’ sense of belonging.
Scholar Commons Citation
Young, Jessica D., "Introductory Chemistry Student Success: Evaluating Peer-Led Team Learning and Describing Sense of Belonging" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10266
