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A Quantitative Longitudinal Study Using Astin’s I-E-O Model to Predict College STEM Versus Non-STEM Major Choice Among Women
Title
A Quantitative Longitudinal Study Using Astin’s I-E-O Model to Predict College STEM Versus Non-STEM Major Choice Among Women.
Creator
Berchiolli, Patricia, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that...
Show moreThis quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that have taken place over the course of their undergraduate college career that may have predicted their declared major choice (STEM versus non-STEM) as seniors. A review of the literature, along with Astin’s Involvement Theory, encouraged the hypothesis that college experiences influence women’s college major choice: STEM versus non-STEM. Secondary data obtained from the Cooperative Institutional Research Program at the higher Education Research Institute was used. The sample was delimitated to include only full-time undergraduate students who were graduating in 2012 or 2013. Five research questions were addressed in this study. Astin’s (1993) Input-Environment-Outcome Model was used as a conceptual framework. Descriptive (frequencies and percentages) and inferential (chi-square test and discriminant analysis) statistics were used to analyze the data. The results found a statistically significant difference between the proportion of men and women who planned to pursue a STEM major as freshmen as well as the proportion of men and women who changed their major choice from STEM to non-STEM. Discriminant analysis was used to predict group membership of STEM versus non-STEM major choice among women. It was found that many variables had an impact on predicting STEM group membership among women: satisfaction with college math and science courses, high school GPA, SAT score, high self-ratings of problem-solving skills and mathematical ability, and participating in undergraduate research. There were also variables that had a greater ability of predicting non-STEM group membership. The findings from this study will hopefully inform policy and practice. Implications for policy, practice, and future research are included.
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Date Issued
2019
PURL
http://purl.flvc.org/fau/fd/FA00013186
Subject Headings
College majors, Women in STEM, Longitudinal research, Quantitative research
Format
Document (PDF)
Predicting Undergraduate Student Course Success in a Lecture Capture Quantitative Methods Course
Title
Predicting Undergraduate Student Course Success in a Lecture Capture Quantitative Methods Course.
Creator
Sweet, Jonathan A., DeDonno, Michael, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students...
Show moreThe purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students bring to a course as well as the course environment factors that students experience in the course. Three secondary data sources were utilized and analyzed using descriptive and multivariate statistics. The findings revealed that students with higher levels of student course engagement and academic self-concept were more likely to achieve student course success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam scores were the strongest predictors of student course success. The largest implication from this study was the methodological approach developed to identify factors that predicted student course success. This approach can be used to help faculty identify course-embedded measures for assessment as well as develop Keys for Success to help future students succeed in difficult courses. While this study added significantly to the limited research on lecture capture courses, future research should further explore qualitative aspects of the course, such as motivation and student video-viewing behaviors, as well as additional impacts on physical attendance in lecture capture courses.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00005988
Subject Headings
Prediction of scholastic success, Undergraduates, Filmed lectures, Quantitative research
Format
Document (PDF)
A Quantitative Analysis of Green-Building Features Incorporated in LEED-Certified Campus Buildings
Title
A Quantitative Analysis of Green-Building Features Incorporated in LEED-Certified Campus Buildings.
Creator
Ramdin, Gianna, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Higher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and...
Show moreHigher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and construction phase and the operations and maintenance phase of the green certified building life cycle, while examining the parts that contributed to the green-certification of the whole building. The purpose of this research was to 1.) identify green-building features and determine their frequency of implementation in new capital (NC) LEED-certified, campus buildings to effectuate operations and maintenance cost savings, indoor wellbeing, and environmental stewardship, and 2.) determine the relationships of greenbuilding feature usage across building, institutional, and LEED characteristics. The study used archival data to document the green efforts of each building with the study’s sample of 195 buildings on the campus of 107 universities and colleges, in the United States, between 2007 and 2017. The study’s findings indicated that the public institutions earned the LEED certification more often than private institutions and the sample was void of two-year community colleges. The sample was restricted for green-building features that (a) reduce economic cost, (b) improve indoor wellbeing, and (c) increase environmental stewardship. The results and implications are discussed.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00005930
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Sustainable buildings., Education, Higher., Leadership in Energy and Environmental Design Green Building Rating System., Quantitative research.
Format
Document (PDF)