Date of Graduation

5-2016

Document Type

Thesis

Degree Name

Master of Science in Human Environmental Science (MS)

Degree Level

Graduate

Department

General Human Environmental Sciences

Advisor/Mentor

Glenda Revelle

Committee Member

Kathleen R. Smith

Second Committee Member

Zola Moon

Keywords

Education, Circuits, Girls, Middle-school, STEM, Self-efficacy

Abstract

The purpose of this study is to determine if the experience of designing and sewing LilyPad Arduino circuits in crafts projects can increase middle school girls’ STEM self-efficacy. Boys STEM self-efficacy will also be assessed to determine if LilyPad Arduino circuits can also increase boys’ STEM self-efficacy. Researchers have been wondering why there is a male dominance in STEM (science, technology, engineering and mathematics) fields and why some women do not have a particular interest in these subjects. There are several reasons this could happen; stereotypes conveyed to them by parents and/or teachers, they genuinely are not interested in STEM or their self-efficacy is low in STEM. This study investigated an intervention designed to increase the STEM self-efficacy of middle school girls. A four week workshop was conducted to evaluate whether designing and sewing circuits using the LilyPad Arduino system could in fact help raise middle school girls’ STEM self-efficacy. A total of 16 students in 6th-8th grade completed the workshop; 6 girls and 10 boys. After the workshop, data revealed that girls who completed the workshop were more likely to show STEM self-efficacy increases than girls who did not participate in the workshop. However, boys did not see a significant increase or decrease in STEM self-efficacy after completion of the workshop. Self-efficacy is one determinant of how much effort a student will put into an assignment or action, so increased self-efficacy could lead to increased effort in future STEM subjects.

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