Effect of Course-Based Research Experiences in Secondary Advanced Biological Science Courses: Impacts on Student Self-Efficacy, Engagement, Identity, Sense of Belonging, and Overall Motivation in STEM

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  • Additional Information
    • Availability:
      ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
    • Peer Reviewed:
      N
    • Source:
      231
    • Education Level:
      Secondary Education
    • Subject Terms:
      STEM Education; Secondary School Students; Learner Engagement; Student Research; Student Experience; Self Efficacy; Self Concept; Group Membership; Interpersonal Relationship; Student Motivation; Student Interests; Self Determination; Control Groups; Biology; Science Instruction
    • ISBN:
      979-83-8258-259-7
    • Abstract:
      Integrating Course-based Undergraduate Research Experiences (CUREs) into introductory STEM courses at the university level has been recognized as important in increasing persistence in STEM. A significant area of attrition from the STEM pathway, however, occurs during secondary school when student interest in STEM rapidly declines. In this study, I investigated the impact of integrating Course-based Early Research Experiences (CEREs) in secondary advanced bioscience courses on student self-efficacy, engagement, identity, sense of belonging, and motivation in STEM. Using a mixed-methods approach, students in advanced bioscience courses, with and without CEREs, were administered the Self-determination, Purpose, Identity, and Engagement in Science (SPIRES) survey using a pre-post study design followed by semi-structured student interviews. Students in the CERE based courses had significant increases in engagement and motivation in STEM while at the same time maintaining high starting levels of self-efficacy, identity, and sense of belonging in STEM, while students in the no CERE control started and ended with lower levels of these constructs and did not have significant gains on any of the study constructs. Student interviews confirmed the importance of CEREs in influencing these results as well as their role in impacting additional course outcomes which were reported in the student interviews. While the results from this study are not generalizable beyond this setting due to study limitations, the findings suggest that CEREs can produce outcomes similar to those previously identified with CUREs. This study contributes to the growing body of literature around course-based research experiences in general and is one of the first investigations into the effects of integrating CEREs into secondary school biological science courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED653825