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Title: The Source and Impact of Student Engagement for Black Students in an Urban High School.
Creator: Sims, Deshawn, Hopp, Carolyn, Butler, S. Kent, Puig, Enrique, Butler, Malcolm, Waddell, Jennifer, University of Central Florida
Abstract / Description: The achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation,...
Show moreThe achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation, and in classrooms today. The examination of popular theories concerning the education of Black people in the early 1900's and narratives of individuals who attended segregated schools, provided a historical description of the state of Black education. In addition, the connection between student engagement and teacher dispositions was recognized. A review of relevant literature informed this study by providing a conceptual understanding and operational definition of student engagement, teacher dispositions, and discourse. Last, a case study was conducted to bring a local, practical focus to the research. The purpose of this case study was to examine the impact of student engagement on student learning in an urban school with a majority Black student population, as evidenced by student actions and discourse. Data were collected through meetings and classroom observations using the Student Action Coding Sheet. This research found student engagement to be highest in classrooms that balanced certain teacher dispositions and discourse.
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Date Issued: 2016
Identifier: CFE0006396, ucf:51518
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006396

Title: An Ethnographic Study of the Culture of Twelfth Grade Upward Bound Students in the Midwest.
Creator: Dambo, Neffisatu, Butler, S. Kent, Boote, David, Hagedorn, W. Bryce, Butler, Malcolm, University of Central Florida
Abstract / Description: The purpose of this study was to better understand the culture of an Upward Bound College Preparatory Program in the Midwest and how it interacted with the culture of 12th-grade UB participants. In particular, the study examined how UB and the cultures that 12th graders belonged influenced students' decisions, progression, and adult transitions. UB serves at-promise high school students who are highly susceptible to academic, career, financial, and psychological challenges during their 12th...
Show moreThe purpose of this study was to better understand the culture of an Upward Bound College Preparatory Program in the Midwest and how it interacted with the culture of 12th-grade UB participants. In particular, the study examined how UB and the cultures that 12th graders belonged influenced students' decisions, progression, and adult transitions. UB serves at-promise high school students who are highly susceptible to academic, career, financial, and psychological challenges during their 12th-grade progression and transition. Therefore, the researcher conducted an ethnographic study that included observations, documents, semi-structured interviews, and focus groups with (N = 70) participants in the Midwest. Participants included (n = 14) active 12th-grade UB primary participants, (n = 7) non-active 12th grade UB secondary participants, and (n = 49) adult tertiary participants. During this juncture in their lives, 12th-grade UB participants typically have fewer supports, while facing challenges and social stratification associated with their cultural and demographic statuses. Findings illustrated that UB's 12th-grade culture disregarded developmentally appropriate curriculum, mentor support, and a balanced level of structured guidance. In turn, these cultural interactions also influenced 12th-grade UB participants' decisions to engage in school activities, participate in UB program activities, engage in college going behaviors, and choose a particular college. Gaining a better understanding of the 12th-grade culture in this UB program provides several insights on how to improve the program's services. Recommendations include more culturally relevant interventions, comprehensive school counseling programs, and the development of 12th-grade UB curriculums that address the holistic (i.e., academic, personal, socioemotional) needs of 12th-grade UB students.
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Date Issued: 2016
Identifier: CFE0006289, ucf:51580
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006289

Title: Discovering Latent Gender Bias in Children's STEM Literature.
Creator: Herlihy, Christine, Campbell, Laurie, Butler, Malcolm, Gunter, Glenda, Grauerholz, Liz, University of Central Florida
Abstract / Description: A mixed method, exploratory, sequential research design was conducted to investigate the presence of latent bias in early childhood STEM literature content, applying a non-biased, sociocultural, STEM identity, theoretical framework. A survey of children's perceptions of gender and a content analysis found unintentional bias. Exploratory findings confirmed 102 children were gendering images. An examination of the relationship between the participants' gender and how the participant gendered...
Show moreA mixed method, exploratory, sequential research design was conducted to investigate the presence of latent bias in early childhood STEM literature content, applying a non-biased, sociocultural, STEM identity, theoretical framework. A survey of children's perceptions of gender and a content analysis found unintentional bias. Exploratory findings confirmed 102 children were gendering images. An examination of the relationship between the participants' gender and how the participant gendered AND preferred the images indicated differences existed between boys and girls. Children preferred images perceived as matching their own, with statistical significance. Girls were found to prefer images less than boys AND they were more likely to gender the images. Children were more likely to give gender to the 50 images considered in the study, than to non-gender them. The gendering and preference was found to be statistically significantly higher for anthropomorphic and personified inanimate images. Additionally, a content analysis of eight award winning and popular selling STEM children's books were conducted and were found to contain biased narratives and image content. A content analysis found significant differences relating to the frequency of character representation in the eight books. Analysis indicated a higher lexical representation of females to males, and image representation was more male than female. Further analysis of additional books and images is warranted from the findings of this exploratory study.
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Date Issued: 2019
Identifier: CFE0007890, ucf:52797
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007890

Title: An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology.
Creator: Reece, Amber, Butler, Malcolm, Boote, David, Chini, Jacquelyn, Fedorka, Kenneth, University of Central Florida
Abstract / Description: The objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students' motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour (&) Hewitt, 1997; Seymour, Melton, Wiese, (&) Pederson-Gallegos, 2005) and is often relied upon for promoting interest and...
Show moreThe objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students' motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour (&) Hewitt, 1997; Seymour, Melton, Wiese, (&) Pederson-Gallegos, 2005) and is often relied upon for promoting interest and motivation in science learning (Hofstein (&) Lunetta, 2003; Lunetta, Hofstein, (&) Clough, 2007). However, laboratory courses can be resource intensive (Jenkins, 2007), leading post-secondary science educators to seek alternative means of laboratory education such as virtual laboratories. Scholars have provided evidence that student achievement in virtual laboratories can be equal to, if not higher than, that of students in face-to-face laboratories (Akpan (&) Strayer, 2010; Finkelstein et al., 2005; Huppert, Lomask, (&) Lazarowitz, 2002). Yet, little research on virtual laboratories has been conducted on affective variables such as motivation to learn science.Motivation to learn biology was measured at the beginning and end of the semester using the Biology Motivation Questionnaire (&)copy; (Glynn, Brickman, Armstrong, (&) Taasoobshirazi, 2011) and compared between the face-to-face and virtual laboratory groups. Characteristics of the two laboratory environments were measured at the end of the semester by the Distance Education Learning Environment Survey (Walker (&) Fraser, 2005). Interviews with 12 participants were conducted three times throughout the semester in the phenomenological style of qualitative data collection. The quantitative survey data and qualitative interview and observation data were combined to provide a thorough image of the face-to-face and virtual laboratory environments and their impacts on students' motivation to learn biology.Statistical analyses provided quantifiable evidence that the novel virtual laboratory environment did not have a differential effect on students' motivation to learn biology, with this finding being supported by the qualitative results. Comparison of the laboratory environments showed that students in the face-to-face labs reported greater instructional support, student interaction and collaboration, relevance of the lab activities, and authentic learning experiences than the students in the virtual labs. Qualitative results indicated the teaching assistants in the face-to-face labs were an influential factor in sustaining students' motivation by providing immediate feedback and instructional support in and out of the laboratory environment. In comparison, the virtual laboratory students often had to redo their lab exercises multiple times because of unclear directions and system glitches, potential barriers to persistence of motivation. The face-to-face students also described the importance of collaborative experiences and hands-on activities while the virtual laboratory students appreciated the convenience of working at their own pace, location, and time. According to social cognitive theory (Bandura, 1986, 2001), the differences in the learning environments reported by the students should have had ramifications for their motivation to learn biology, yet this did not hold true for the students in this study. Therefore, while these laboratory environments are demonstrably different, the virtual laboratories did not negatively impact students' motivation to learn biology and could be an acceptable replacement for face-to-face laboratories in an introductory biology course.
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Date Issued: 2015
Identifier: CFE0005872, ucf:50876
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005872

Title: The Preservice Elementary Teacher Affect Scale for Science: A Validation Study.
Creator: Wilder, Otis, Gill, Michele, Butler, Malcolm, Allen, Kay, University of Central Florida
Abstract / Description: The current study details the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach's alpha of .96. Positive...
Show moreThe current study details the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach's alpha of .96. Positive affect has shown to predict future levels of engagement in domain specific academic subjects (Ainley (&) Ainley, 2011) and is expected to aid preservice teachers in understanding the complex relationship between their students' interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers' attitudes toward the subject of science and how it may affect the way they teach it to their future students.
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Date Issued: 2016
Identifier: CFE0006198, ucf:51104
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006198

Title: A Case Study of the Self-efficacy of High School Aged Underrepresented Minority Women Entering the Medical Pipeline.
Creator: Dames, Jennifer, Jeanpierre, Bobby, Butler, Malcolm, Hopp, Carolyn, Beverly, Monifa, University of Central Florida
Abstract / Description: This study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study...
Show moreThis study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study data revealed that participants came into the program with high levels of self-efficacy in several self-efficacy factors. Yet, participants in the pipeline program made significant improvements in their self-assertive efficacy.Analysis of other data revealed that students remained motivated and persisted in the pursuit of their aspirations in spite of challenges they encountered because of their ethnicities and gender. Also, students described a lack of engagement with science courses, indicated poor relationships with science instructors, and revealed inadequate understanding of important high science content that, along with ethnic and gendered factors, caused them to negatively position themselves in science. This study provides valuable information to K-12 science educators, medical education institutions, and policy makers concerned with extending science education and healthcare-related career opportunities to minority women.
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Date Issued: 2014
Identifier: CFE0005321, ucf:50522
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005321

Title: Examining the Social Interactions of Young Adults with Autism Spectrum Disorders in a Virtual Environment.
Creator: Gallup, Jennifer, Little, Mary, Dieker, Lisa, Butler, Malcolm, Pearl, Cynthia, University of Central Florida
Abstract / Description: This phenomenological study examined the social interactions during online game play in a virtual environment for five young adults with an autism spectrum disorder (ASD) who attended a large metropolitan university, enrolled in the first 60 credits of a science, technology, engineering, or mathematics (STEM) field of study. Given the evolution of technology and opportunities to socialize in virtual communities, it is becoming increasingly important to understand how young adults with ASD...
Show moreThis phenomenological study examined the social interactions during online game play in a virtual environment for five young adults with an autism spectrum disorder (ASD) who attended a large metropolitan university, enrolled in the first 60 credits of a science, technology, engineering, or mathematics (STEM) field of study. Given the evolution of technology and opportunities to socialize in virtual communities, it is becoming increasingly important to understand how young adults with ASD assimilate into new social opportunities that provide supports for extraneous variables such as face-to-face situations. As research begins to emerge on virtual environments there is little research addressed specific to socialization and the development of interpersonal relationships. Further, there is a distinct lack of research specific to young adults with ASD who engage socially in virtual environments. A phenomenological research method was used to explain the social activities as they occurred for this specific group of individuals. Structured and unstructured interviews, observations, document analysis, and a self-reporting survey were conducted and collected. Analysis used emergent coding following Moustakas' modified Van Kaam method (1994). Common themes were identified and reported through lists and tables. In summary, this study described how young adults with ASD socialized within a virtual community. This study provided findings that individuals with ASD actively seek friendships, recognize emotions, understand roles within the game and real life use skills necessary for success in postsecondary education and STEM related careers, and lays the foundation for continuing research using virtual environments to support interpersonal relationships that may support greater postsecondary outcomes.
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Date Issued: 2015
Identifier: CFE0005796, ucf:50024
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005796

Title: Black Males In Programs For High Achievers At A Community College: Exploring The Qualitative Nature Of Academic Success.
Creator: Jones, Gerald, Cintron Delgado, Rosa, Owens, J. Thomas, Butler, Malcolm, Bosley, Michael, University of Central Florida
Abstract / Description: Most of the literature concentrating on Black males, focuses on retention problems that have gone unresolved. The purpose of this study was to explore qualitatively the nature of the academic success of Black males in programs for high achievers at a community college. A detailed literature review was completed, focusing on educational themes such as motivation, high achievers, persistence, and honors programs. The theoretical framework used was GRIT developed by Duckworth (2007). The...
Show moreMost of the literature concentrating on Black males, focuses on retention problems that have gone unresolved. The purpose of this study was to explore qualitatively the nature of the academic success of Black males in programs for high achievers at a community college. A detailed literature review was completed, focusing on educational themes such as motivation, high achievers, persistence, and honors programs. The theoretical framework used was GRIT developed by Duckworth (2007). The researcher used a six-step process as suggested by Moustakas (1994) to determine results. In addition, interviews were conducted with seven Black males who were defined as high achievers. The following six themes were identified from this phenomenology approach: supporting family, starting early, guilt, involvement, no failure, and academic success.
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Date Issued: 2018
Identifier: CFE0007021, ucf:52040
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007021

Title: A Phenomenological Study of the Experiences of Successful Women in Science Fields.
Creator: Hall, Jonathan, Butler, Malcolm, Freeman, Tonjua, Boote, David, Morrison, Deb, Blank, William, University of Central Florida
Abstract / Description: Girls and women face several forms of gender-based biases and discrimination in the science community. These issues create difficult circumstances for them to develop positive science identities. Since these difficult circumstances exist, science education and sociology researchers have used a deficit model to learn about their experiences, achievements, and attitudes. Understanding the experiences of successful women in science offers insight into how women can navigate the challenges...
Show moreGirls and women face several forms of gender-based biases and discrimination in the science community. These issues create difficult circumstances for them to develop positive science identities. Since these difficult circumstances exist, science education and sociology researchers have used a deficit model to learn about their experiences, achievements, and attitudes. Understanding the experiences of successful women in science offers insight into how women can navigate the challenges presented by the science community and how science educators can support them. However, research studies that explore the experiences of successful women in science are scant. Therefore, the objective of this study was to learn about the experiences of successful women who are professionals in science fields. Twelve participants engaged in three semi-structured interviews. Findings showed that participants had access to and support in authentic science experiences. They developed a passion for science that was supported by a self-selected support system. Advancement in workplaces that were often dominated by males required a sophisticated understanding of organizational norms. This advancement required strategic agency in how they spent their time and the relationships that they built. Two differences in experiences were found that were based on race. The first difference based on race was that Black and Hispanic participants experienced racial and ethnic discrimination. The second difference was that Black and Hispanic participants discussed the centrality of their faith to their work in every interview. These findings provide insight for the science community. Science methods instructors could educate pre-service teachers about how participants navigated gender-based challenges in science communities. Furthermore, the stories of these women could structure lessons that cover inclusion and equity. For industry, all employees should adhere to professional standards and mentors should be relatable to their mentees.
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Date Issued: 2018
Identifier: CFE0007186, ucf:52283
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007186

Title: Examining High School Teachers' Technology Acceptation of A Learning Management System in A Large Public School District.
Creator: Foster-Hennighan, Shari, Butler, Malcolm, Hewitt, Randall, Boote, David, Swan, Bonnie, University of Central Florida
Abstract / Description: The purpose of this research study was to understand high school teachers' acceptance and use of Canvas Learning Management System (LMS) (Canvas, 2011) in a large public school district. Teachers are the keystone species within the educational environment, and as such, are critical for the successful integration of technology in the classroom (Davis, Eickelmann, (&) Zaka, 2013). Therefore, in order to facilitate teacher's acceptance and use of technology for instructional purposes, those...
Show moreThe purpose of this research study was to understand high school teachers' acceptance and use of Canvas Learning Management System (LMS) (Canvas, 2011) in a large public school district. Teachers are the keystone species within the educational environment, and as such, are critical for the successful integration of technology in the classroom (Davis, Eickelmann, (&) Zaka, 2013). Therefore, in order to facilitate teacher's acceptance and use of technology for instructional purposes, those factors that influence or prevent use need to be understood. This study used a revised Technology Acceptance Model (Fathema, Shannon, (&) Ross, 2015) to determine those factors that affect teachers' actual informational and communicational use of the Canvas LMS (Canvas, 2011). This mixed methods study used a survey and interview to answer three research questions concerning acceptance, use, and departmental influence on the use of Canvas LMS. The survey data were analyzed with Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM) in order to produce two explanatory models to address the three research questions. The semi-structured interviews were conducted with 16 teachers from one high school in a large public school district. The interview questions were transcribed, coded, and themed in order to answer research questions two and three. The analysis of the survey and interview data found that teachers were more likely to use informational rather than communicational features in Canvas. Communicational use differences were more evident than informational use among the four core subject areas, with mathematics using these features the least. For both models of survey data, the quality of the Canvas system was an influence on teacher use. The influence of teacher intent was contradictory between the two models. The findings from this study can be used to inform stakeholders of factors that influence high school teachers Canvas use, and recommendations to improve integration in the future.
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Date Issued: 2019
Identifier: CFE0007631, ucf:52478
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007631

Title: Pooling correlation matrices corrected for selection bias: Implications for meta-analysis.
Creator: Matthews, Kenneth, Sivo, Stephen, Bai, Haiyan, Hahs-Vaughn, Debbie, Butler, Malcolm, University of Central Florida
Abstract / Description: Selection effects systematically attenuate correlations and must be considered when performing meta-analyses. No research domain is immune to selection effects, evident whenever self-selection or attrition take place. In educational research, selection effects are unavoidable in studies of postsecondary admissions, placement testing, or teacher selection. While methods to correct for selection bias are well documented for univariate meta-analyses, they have gone unexamined in multivariate...
Show moreSelection effects systematically attenuate correlations and must be considered when performing meta-analyses. No research domain is immune to selection effects, evident whenever self-selection or attrition take place. In educational research, selection effects are unavoidable in studies of postsecondary admissions, placement testing, or teacher selection. While methods to correct for selection bias are well documented for univariate meta-analyses, they have gone unexamined in multivariate meta-analyses, which synthesize more than one correlation from each study (i.e., a correlation matrix). Multivariate meta-analyses of correlations provide opportunities to explore complex relationships and correcting for selection effects improves the summary effect estimates. I used Monte Carlo simulations to test two methods of correcting selection effects and evaluate a method for pooling the corrected matrices. First, I examined the performance of Thorndike's corrections (for both explicit and incidental selection) and Lawley's multivariate correction for selection on correlation matrices when explicit selection takes place on a single variable. Simulation conditions included a wide range of selection ratios, samples sizes, and population correlations. The results indicated that univariate and multivariate correction methods perform equivalently. I provide practical guidelines for choosing between the two methods. In a second Monte Carlo simulation, I examined the confidence interval coverage rates of a Robust Variance Estimation (RVE) procedure when it is used to pool correlation matrices corrected for selection effects under a random-effects model. The RVE procedure empirically estimates the standard errors of the corrected correlations and has the advantage of having no distributional assumptions. Simulation conditions included tau-squared ratio, within-study sample size, number of studies, and selection ratio. The results were mixed, with RVE performing well under higher selection ratios and larger unrestricted sample sizes. RVE performed consistently across values of tau-squared. I recommend applications of the results, especially for educational research, and opportunities for future research.
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Date Issued: 2019
Identifier: CFE0007680, ucf:52483
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007680

Title: Modeling Autocorrelation and Sample Weights in Panel Data: A Monte Carlo Simulation Study.
Creator: Acharya, Parul, Sivo, Stephen, Hahs-Vaughn, Debbie, Witta, Eleanor, Butler, Malcolm, University of Central Florida
Abstract / Description: This dissertation investigates the interactive or joint influence of autocorrelative processes (autoregressive-AR, moving average-MA, and autoregressive moving average-ARMA) and sample weights present in a longitudinal panel data set. Specifically, to what extent are the sample estimates influenced when autocorrelation (which is usually present in a panel data having correlated observations and errors) and sample weights (complex sample design feature used in longitudinal data having multi...
Show moreThis dissertation investigates the interactive or joint influence of autocorrelative processes (autoregressive-AR, moving average-MA, and autoregressive moving average-ARMA) and sample weights present in a longitudinal panel data set. Specifically, to what extent are the sample estimates influenced when autocorrelation (which is usually present in a panel data having correlated observations and errors) and sample weights (complex sample design feature used in longitudinal data having multi-stage sampling design) are modeled versus when they are not modeled or either one of them is taken into account. The current study utilized a Monte Carlo simulation design to vary the type and magnitude of autocorrelative processes and sample weights as factors incorporated in growth or latent curve models to evaluate the effect on sample latent curve estimates (mean intercept, mean slope, intercept variance, slope variance, and intercept slope correlation). Various latent curve models with weights or without weights were specified with an autocorrelative process and then fitted to data sets having either the AR, MA or ARMA process. The relevance and practical importance of the simulation results were ascertained by testing the joint influence of autocorrelation and weights on the Early Childhood Longitudinal Study for Kindergartens (ECLS-K) data set which is a panel data set having complex sample design features. The results indicate that autocorrelative processes and weights interact with each other as sources of error to a statistically significant degree. Accounting for just the autocorrelative process without weights or utilizing weights while ignoring the autocorrelative process may lead to bias in the sample estimates particularly in large-scale datasets in which these two sources of error are inherently embedded. The mean intercept and mean slope of latent curve models without weights was consistently underestimated when fitted to data sets having AR, MA or ARMA process. On the other hand, the intercept variance, intercept slope, and intercept slope correlation were overestimated for latent curve models with weights. However, these three estimates were not accurate as the standard errors associated with them were high. In addition, fit indices, AR and MA estimates, parsimony of the model, behavior of sample latent curve estimates, and interaction effects between autocorrelative processes and sample weights should be assessed for all the models before a particular model is deemed as most appropriate. If the AR estimate is high and MA estimate is low for a LCAR model than the other models that are fitted to a data set having sample weights and the fit indices are in the acceptable cut-off range, then the data set has a higher likelihood of having an AR process between the observations. If the MA estimate is high and AR estimate is low for a LCMA model than the other models that are fitted to a data set having sample weights and the fit indices are in the acceptable cut-off range, then the data set has a higher likelihood of having an MA process between the observations. If both AR and MA estimates are high for a LCARMA model than the other models that are fitted to a data set having sample weights and the fit indices are in the acceptable cut-off range, then the data set has a higher likelihood of having an ARMA process between the observations. The results from the current study recommends that biases from both autocorrelation and sample weights needs to be simultaneously modeled to obtain accurate estimates. The type of autocorrelation (AR, MA or ARMA), magnitude of autocorrelation, and sample weights influences the behavior of estimates and all the three facets should be carefully considered to correctly interpret the estimates especially in the context of measuring growth or change in the variable(s) of interest over time in large-scale longitudinal panel data sets.
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Date Issued: 2015
Identifier: CFE0005914, ucf:50850
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005914

Title: Investigating the Predictive Power of Student Characteristics on Success in Studio-mode, Algebra-based Introductory Physics Courses.
Creator: Pond, Jarrad, Rahman, Talat, Chini, Jacquelyn, Mucciolo, Eduardo, Butler, Malcolm, University of Central Florida
Abstract / Description: As part of a project to explore the differential success of similar implementations of the studio-mode of physics instruction, the objective of this work is to investigate the characteristics of students enrolled in algebra-based, studio-mode introductory physics courses at various universities in order to evaluate what effects these characteristics have on different measures of student success, such as gains in conceptual knowledge, shifts to more favorable attitudes toward physics, and...
Show moreAs part of a project to explore the differential success of similar implementations of the studio-mode of physics instruction, the objective of this work is to investigate the characteristics of students enrolled in algebra-based, studio-mode introductory physics courses at various universities in order to evaluate what effects these characteristics have on different measures of student success, such as gains in conceptual knowledge, shifts to more favorable attitudes toward physics, and final course grades. In my analysis, I explore the strategic self-regulatory, motivational, and demographic characteristics of students in algebra-based, studio-mode physics courses at three universities: the University of Central Florida (UCF), Georgia State University (GSU), and George Washington University (GW). Each of these institutions possesses varying student populations and differing levels of success in their studio-mode physics courses, as measured by students' overall average conceptual learning gains. In order to collect information about the students at each institution, I compiled questions from several existing questionnaires designed to measure student characteristics such as study strategies and motivations for learning physics, and organization of scientific knowledge. I also gathered student demographic information. This compiled survey, named the Student Characteristics Survey (SCS) was given at all three institutions. Using similar information collected from students, other studies (J. A. Chen, 2012; Nelson, Shell, Husman, Fishman, (&) Soh, 2015; Schwinger, Steinmayr, (&) Spinath, 2012; Shell (&) Husman, 2008; Shell (&) Soh, 2013; Tuominen-Soini, Salmela-Aro, (&) Niemivirta, 2011; Vansteenkiste, Soenens, Sierens, Luyckx, (&) Lens, 2009) have identified distinct learning profiles across varying student populations. Using a person-centered approach, I used model-based cluster analysis methods (Gan, Ma, (&) Wu, 2007) to organize students into distinct groups. From this analysis, I identified five distinct learning profiles in the population of physics students, similar to those found in previous research. In addition, student outcome information was gathered from both UCF and GSU. Conceptual inventory responses were gathered at both institutions, and attitudinal survey results and course grades were gathered at UCF. No student outcome data was gathered at GW; thus, GW is represented in analyses involving information compiled solely from the SCS, but GW is not represented in analyses involving student outcome information. Then, I use Automatic Linear Modeling, an application of multiple linear regression modeling (IBM, 2012, 2013), to identify which demographic variables (including the identified learning profiles) are the most influential in predicting student outcomes, such as scores on the Force Concept Inventory (FCI), the Conceptual Survey of Electricity and Magnetism (CSEM), and the Colorado Learning Attitudes about Sciences Survey (CLASS), both pre- and post-instruction. Modeling is conducted on the entire available dataset as a whole and is also conducted with the data disaggregated by institution in order to identify any differential effects that student characteristics may have at predicting student success at the different institutions. In addition, instructors teaching algebra-based, studio-mode introductory physics courses are interviewed about what makes students successful in order to better understand what instructors perceive is important for students to excel in their physics courses. Furthermore, student survey takers were interviewed to help verify their study strategies and motivations as measured by the SCS.The above analysis provides evidence that, on average, gaps in student understanding exist based on several demographic characteristics, such a gender, ethnicity, high school physics experience, and SAT Math score, and these results are generally consistent with those found in the literature. Disaggregation by institution reveals that differential effects from demographic variables exist; thus, similar groups of students at separate institutions attain different student outcomes. Overall, this is an undesirable observation, as the physics education research community strives to reduce such inequity in physics classrooms; however, identification of specific inequities and gaps in learning will help to inform further research investigations. Research should continue in the form of in-depth investigations into how individual instructors teach algebra-based studio-mode introductory physics courses, focusing on instructors' approaches to the studio-mode of instruction and uses of active learning techniques. Also, investigation of instructor awareness of demographic-driven gaps in student understanding would give insight into if and how instructors may be attempting to better understand the needs of different students. In addition, where a wide range of demographic data are available, I encourage institutions to conduct similar analyses as those presented here in order to identify any gaps in student understanding and place them in their institutional contexts for comparisons to other universities. Furthermore, as a result of my work, I find the identified learning profiles to have a significant association with students' attitudes toward physics, as measured by the CLASS questionnaire, both pre- and post-instruction. This relationship between learning profile and CLASS Pre-score is one that can help give instructors practical insight into students' study strategies and motivations at the very beginning of the physics course. By possessing knowledge of which students do and do not possess adaptive learning strategies early on, instructors can better optimize initial student groups by considering results of student outcome measures, adjust lesson plans, and assess students' needs accordingly.
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Date Issued: 2016
Identifier: CFE0006376, ucf:51515
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006376

Title: Analysis of the Effects of Formative Assessment in Promoting Transfer of Learning in an Undergraduate General Microbiology Laboratory Course.
Creator: Rediske, Andrea, Butler, Malcolm, Boote, David, Sivo, Stephen, Chini, Jacquelyn, Moore, Sean, University of Central Florida
Abstract / Description: The undergraduate microbiology lab serves an important role in establishing a foundation of best practices in aseptic technique and infection control for pre-medical, pre-nursing, pre-pharmacy, or pre-allied health students. The high incidence of hospital-acquired infections (HAIs) in the US and evidence in the literature of less effective implementation of proper aseptic technique among apprentice doctors and nursing students suggests that more effective transfer of learning could improve...
Show moreThe undergraduate microbiology lab serves an important role in establishing a foundation of best practices in aseptic technique and infection control for pre-medical, pre-nursing, pre-pharmacy, or pre-allied health students. The high incidence of hospital-acquired infections (HAIs) in the US and evidence in the literature of less effective implementation of proper aseptic technique among apprentice doctors and nursing students suggests that more effective transfer of learning could improve implementation of these procedures in the clinical setting. The research described in this study aimed to assess learning transfer as it applied to aseptic techniques and infection control skills learned in the undergraduate microbiology lab from pre- and post-lab formative assessments to midterm and lab practical summative assessments. Assisting students in building connections between the aseptic techniques learned in general microbiology and their application in the clinical setting through pre-lab formative assessments and reflective practices may lead to improvements in use of aseptic techniques and infection control measures as they progress into clinical careers and may ultimately reduce infection rates and mortality rates due to HAIs.The first major aim of this study was to explore the experiences of students with respect to learning transfer through qualitative analysis of student responses to post-lab free-response questions regarding difficulties faced in the lab and the relevance of microbiology to students' future careers. The second major aim of this study was to determine if the implementation of an in-class pre-lab formative assessment facilitateslearning transfer as evidenced by significant improvements on summative lab midterm and final lab practical exam scores.Qualitative analysis of student responses to open-ended reflection questions indicated evidence of predominantly low-road transfer with respect to transfer of automaticity. Additionally, qualitative analysis of student responses indicated evidence of lateral transfer regarding transfer of complexity. Finally, there was evidence of an evolution from near to far transfer of context indicating that students were able to perceive the application of the knowledge gained in the microbiology lab in contexts similar to the lab as well as contexts outside of the lab. Evidence from student responses suggested that primarily students intending to pursue careers in healthcare fields were able to perceive specific applications of the microbiology lab to their future careers. Further, evidence from student responses suggested that students predominantly had difficulties with procedures, interpretation of results, manual dexterity with microbiological equipment and materials, and expressed the need to practice these procedures and techniques.Statistical analyses provided quantifiable evidence that the implementation of pre-lab quizzes had both a statistically significantly positive impact and a practically positive impact on lab practical final scores in both of the semesters studied as compared to historical control groups with a large effect size. The statistically and practically significant impact of the pre-lab quizzes on lab practical final exams is an important finding and will add to the current literature on the importance of formative assessment in undergraduate microbiology education.
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Date Issued: 2017
Identifier: CFE0006784, ucf:51824
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006784

science education (2)	+ -
Academic Success (1)	+ -
Adolescents (1)	+ -
African American students (1)	+ -
At-Promise (1)	+ -

At-Risk (1)	+ -
Autism (1)	+ -
Autocorrelation (1)	+ -
Autoregressive (1)	+ -
Bias (1)	+ -
Black Males (1)	+ -
Cluster Analysis (1)	+ -
Community Colleges (1)	+ -
Counselor Educators (1)	+ -
Departmental Values (1)	+ -
First-generation College (1)	+ -
Gender bias (1)	+ -
High School Teachers (1)	+ -
Image bias (1)	+ -
Latent Curve Model (1)	+ -
Learning Management System (1)	+ -
Low Income (1)	+ -
Mixed methods (1)	+ -
Moving Average (1)	+ -
Multiple Linear Regression (1)	+ -
Preference bias (1)	+ -
Professional School Counselors (1)	+ -
STEM (1)	+ -
STEM identity (1)	+ -
STEM identity framework (1)	+ -

Butler, Malcolm (14)	+ -
University of Central Florida (14)	+ -
Boote, David (5)	+ -
Chini, Jacquelyn (3)	+ -
Sivo, Stephen (3)	+ -

Butler, S. Kent (2)	+ -
Hahs-Vaughn, Debbie (2)	+ -
Hopp, Carolyn (2)	+ -
Acharya, Parul (1)	+ -
Allen, Kay (1)	+ -
Bai, Haiyan (1)	+ -
Beverly, Monifa (1)	+ -
Blank, William (1)	+ -
Bosley, Michael (1)	+ -
Campbell, Laurie (1)	+ -
Cintron Delgado, Rosa (1)	+ -
Dambo, Neffisatu (1)	+ -
Dames, Jennifer (1)	+ -
Dieker, Lisa (1)	+ -
Fedorka, Kenneth (1)	+ -
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