東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Comparing the Assessment Knowledge and Self-Efficacy of Science, Technology, Engineering, and Mathematics Faculty with Faculty from Other Disciplines.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Comparing the Assessment Knowledge and Self-Efficacy of Science, Technology, Engineering, and Mathematics Faculty with Faculty from Other Disciplines./
Author:	Braley, Karen.
Description:	1 online resource (112 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29396313click for full text (PQDT)
ISBN:	9798351468389

Comparing the Assessment Knowledge and Self-Efficacy of Science, Technology, Engineering, and Mathematics Faculty with Faculty from Other Disciplines.
Braley, Karen.

Comparing the Assessment Knowledge and Self-Efficacy of Science, Technology, Engineering, and Mathematics Faculty with Faculty from Other Disciplines. - 1 online resource (112 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--Walden University, 2022.

Includes bibliographical references

Based on reported success and retention rates, there is a need to improve education in 2-year colleges for science, technology, engineering, and mathematics (STEM) majors. Instructors' assessment knowledge and self-efficacy have not been studied in 2-year or STEM higher education. The problem addressed in this study was that scholars do not know the extent of differences in assessment knowledge and assessment self-efficacy of STEM and non-STEM faculty that could be a contributing factor in student success rates. The purpose of this quantitative study was to determine the extent of differences in STEM and non-STEM instructor assessment knowledge and self-efficacy as measured by the Yin Assessment Survey at the 2-year college level. Deci and Ryan's self-determination theory served as the theoretical framework. The research questions were designed to determine if there was a significant difference regarding assessment knowledge and self-efficacy between 2-year college STEM faculty (n = 28) and non-STEM faculty (n = 35) based on the Yin Assessment Survey. Data were collected online from 2-year college in the Southeast using the Yin Assessment Survey. The resulting data were analyzed using an independent t test. Based on violations of assumptions, the Mann-Whitney U test was utilized. No statistically significant differences in assessment knowledge or self-efficacy scores were found, the average scores of the individual questions suggest faculty variance in formative assessment knowledge. The stakeholders that could benefit from this study are students, colleges, and the workforce. Positive social change may occur as STEM student retention increases and more graduates become available for employment in STEM fields.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351468389Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Assessment knowledgeIndex Terms--Genre/Form:

542853
Electronic books.

Comparing the Assessment Knowledge and Self-Efficacy of Science, Technology, Engineering, and Mathematics Faculty with Faculty from Other Disciplines.
LDR:03179nmm a2200409K 4500 001 2357373
005 20230621091252.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798351468389
035 $a (MiAaPQ)AAI29396313
035 $a AAI29396313
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Braley, Karen. $3 3697903
245 1 0 $a Comparing the Assessment Knowledge and Self-Efficacy of Science, Technology, Engineering, and Mathematics Faculty with Faculty from Other Disciplines.
264 0 $c 2022
300 $a 1 online resource (112 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Flohr, John W.
502 $a Thesis (Ph.D.)--Walden University, 2022.
504 $a Includes bibliographical references
520 $a Based on reported success and retention rates, there is a need to improve education in 2-year colleges for science, technology, engineering, and mathematics (STEM) majors. Instructors' assessment knowledge and self-efficacy have not been studied in 2-year or STEM higher education. The problem addressed in this study was that scholars do not know the extent of differences in assessment knowledge and assessment self-efficacy of STEM and non-STEM faculty that could be a contributing factor in student success rates. The purpose of this quantitative study was to determine the extent of differences in STEM and non-STEM instructor assessment knowledge and self-efficacy as measured by the Yin Assessment Survey at the 2-year college level. Deci and Ryan's self-determination theory served as the theoretical framework. The research questions were designed to determine if there was a significant difference regarding assessment knowledge and self-efficacy between 2-year college STEM faculty (n = 28) and non-STEM faculty (n = 35) based on the Yin Assessment Survey. Data were collected online from 2-year college in the Southeast using the Yin Assessment Survey. The resulting data were analyzed using an independent t test. Based on violations of assumptions, the Mann-Whitney U test was utilized. No statistically significant differences in assessment knowledge or self-efficacy scores were found, the average scores of the individual questions suggest faculty variance in formative assessment knowledge. The stakeholders that could benefit from this study are students, colleges, and the workforce. Positive social change may occur as STEM student retention increases and more graduates become available for employment in STEM fields.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 516579
650 4 $a Higher education. $3 641065
650 4 $a Community college education. $3 2122836
653 $a Assessment knowledge
653 $a Colleges
653 $a Faculty
653 $a Formative
653 $a Self-efficacy
653 $a STEM
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
690 $a 0745
690 $a 0275
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29396313 $z click for full text (PQDT)