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  • On the Establishment of a Pedagogical Protocol for STEM Education

    Description:
    A full description of how a STEM protocol model can be an effective and comprehensive implementation of a complete initiative program. A discussion of the factors affecting student comprehension, progress, and cognitive development is made. A historical discussion of STEM policy and programs is included, as is an assessment program in the context of student learning outcomes. A complete STEM protocol design is presented, and an inferential statistical study is made regarding student progress, factors influencing learning, performance, cognitive development, applications-oriented skills, and long-term acquisition of knowledge and performance. A survey was done on an incoming introductory physics course that measured Pre-test and post skills. Inferential statistics were performed, and an analysis of the data was done to measure cognitive and deductive and analytical skills. An ANOVA statistical study was done on Pre-tests and concomitant post-tests, and a comparison of the results was conducted to determine the need for gradual development and influential factors that determine positive results. A t-test was also done to determine the actual differences in the means between pre- and post-tests. In addition, a qualitative survey was conducted to measure the influences and factors determining STEM learning. Then the data sources were compared against each other for themes that were supported across all the data. A critical analysis is made of the STEM methodological protocols along with inferential variables of influence enumerated. It was found that an actively engaged student population can have a direct and positive influence on developing STEM cognitive skills.
    Keyword:
    Pedagogy , Higher education , Educational evaluation, Physics, Pedagogical Protocol, STEM , and ANOVA
    Subject:
    Education
    Creator:
    Cordero, Julius John.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    04/04/2024
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • Successful Minority Females Who Were Underprivileged First-Generation College Students at Predominantly White Institutions

    Description:
    The federal government and accreditation boards are making colleges accountable for their students’ success by measuring their outcomes. Institutional Research of Colleges must make available on their website their graduate outcomes so the public can easily find that information. Retention is a problem for higher education and especially for first-generation college students (FGCS). They are taking more than four years to graduate from colleges while they are raking a pile of debts. There are some studies about the retention of men only because an institution of higher education always had more male students. But no significant studies are done about women and especially of those who are FGCS of low-income of a minority (LIM) background. The trend is that future college students will be mostly of minority background, and increasingly women. This is qualitative research to interview five FGCS-LIM women. It was truly fortunate that the five participants happened to be diverse with totally different familial, educational, and career backgrounds which enhanced the credibility of the great common motivators that made them successful in their studies. The results of interviews conducted, provided common themes found were certain capitals were inherited from their parents “Capitals from Parents” and other capitals were acquired during their college journey “Capitals from Colleges”. Those capitals promoted and supported their success at their different predominantly White universities. This research provides suggestions to university enrollment administrators to promote the retention of FGCSLIM women.
    Keyword:
    Womens studies , Higher education , Educational administration, Minority , and First-generation College Students
    Subject:
    Education
    Creator:
    Jackson, Marcelle
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    11/30/2023
    Date Created:
    2020
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation