Analysis of Student Self-Efficacy during an Integrated, Life-Centered Robotics Learning Experience
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| Title: | Analysis of Student Self-Efficacy during an Integrated, Life-Centered Robotics Learning Experience |
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| Language: | English |
| Authors: | Tonya Isabell (ORCID |
| Source: | Journal of Technology Education. 2025 37(1):68-93. |
| Availability: | Journal of Technology Education. Available from: Virginia Tech Publishing. Newman Library, Suite 420 (0434), 560 Drillfield Drive, Blacksburg, VA 24061. Web site: https://jte-journal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | STEM Education, Self Efficacy, Robotics, Program Effectiveness, Grade 7, Middle School Students, Minority Group Students, Equal Education, Skill Development, Engineering |
| ISSN: | 2331-4702 1045-1064 |
| Abstract: | In 2018, the U.S. Federal government published a STEM education strategy report outlining a vision with three goals (building a strong foundation for STEM literacy, increasing diversity, equity and inclusion in STEM, preparing the STEM workers for the future) for providing Americans access to high-quality STEM education and acquisition of future workforce skills (National Science & Technology Council, 2018). This report identified a quality STEM education for American students as one solution with the potential to meet this challenge. In an effort to support the 2018 federal STEM education initiative, this study was designed to evaluate the impact of student engagement in an integrated STEM unit on self-efficacy. Specifically, this research reports on the impact of an integrated robotics educational unit developed within a life-centered context that appealed to underrepresented populations on the level of student Engineering and Design self-efficacy. Participants in this quasi-experimental, one-sample study included 30 seventh-grade students from a suburban middle school. Once participants completed the unit, individuals responded to the Engineering Skills Self-Efficacy Instrument (ESSE) in a retrospective pretest and a posttest. Gain scores for each student were analyzed with one-sample t-tests and Kruskal-Wallis tests. The one-sample t-test results indicated a significant gain in all constructs of the ESSE. The Kruskal-Wallis analysis displayed no significant difference between minority and majority groups indicating an equitable learning experience for all. The integrated learning experience impacted student self-efficacy and provided an equitable unit where all students could develop knowledge and skills. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489485 |
| Database: | ERIC |
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| Abstract: | In 2018, the U.S. Federal government published a STEM education strategy report outlining a vision with three goals (building a strong foundation for STEM literacy, increasing diversity, equity and inclusion in STEM, preparing the STEM workers for the future) for providing Americans access to high-quality STEM education and acquisition of future workforce skills (National Science & Technology Council, 2018). This report identified a quality STEM education for American students as one solution with the potential to meet this challenge. In an effort to support the 2018 federal STEM education initiative, this study was designed to evaluate the impact of student engagement in an integrated STEM unit on self-efficacy. Specifically, this research reports on the impact of an integrated robotics educational unit developed within a life-centered context that appealed to underrepresented populations on the level of student Engineering and Design self-efficacy. Participants in this quasi-experimental, one-sample study included 30 seventh-grade students from a suburban middle school. Once participants completed the unit, individuals responded to the Engineering Skills Self-Efficacy Instrument (ESSE) in a retrospective pretest and a posttest. Gain scores for each student were analyzed with one-sample t-tests and Kruskal-Wallis tests. The one-sample t-test results indicated a significant gain in all constructs of the ESSE. The Kruskal-Wallis analysis displayed no significant difference between minority and majority groups indicating an equitable learning experience for all. The integrated learning experience impacted student self-efficacy and provided an equitable unit where all students could develop knowledge and skills. |
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| ISSN: | 2331-4702 1045-1064 |
