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An Exploratory Study of a Robotics Educational Platform On AN EXPLORATORY STUDY OF A ROBOTICS EDUCATIONAL PLATFORM ON STEM CAREER INTERESTS IN MIDDLE SCHOOL STUDENTS by TRACY BARGER HINTON MARGARET L. RICE, COMMITTEE CHAIR ANGELA BENSON ROBERT MAYBEN REBECCA ODOM-BARTEL VIVIAN WRIGHT A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Educational Leadership, Policy, and Technology Studies in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2017 Copyright Tracy Barger Hinton 2017 ALL RIGHTS RESERVED ABSTRACT With the large expected growth in STEM-related careers in American industries, there are not enough graduates to fill these positions (United States Department of Labor, 2015). Increased efforts are being made to reform STEM education from early childhood to college level studies, mainly through increased efforts to incorporate new technologies and project-based learning activities (Hegedorn & Purnamasari, 2012). At the middle school level, a robotics educational platform can be a worthwhile activity that provides hands-on learning as students learn basic programming and engineering skills (Grubbs, 2013). Based on the popularity of LEGO toys, LEGO Education developed an engaging and effective way to learn about computer programming and basic engineering concepts (Welch & Huffman, 2011). LEGO MINDSTORMS offers a project-based learning environment that engages students in real-life, problem-solving challenges. The purpose of this qualitative study was to investigate the instructional use of a robotics educational curriculum on middle school students’ attitudes toward and interests in STEM and their experiences with LEGO Robotics activities. Participants included 23 seventh grade students who were enrolled in a Career Cluster Technologies I class in a suburban middle school. Data for the study were collected from three focus group interviews, open-ended surveys, classroom observations, and the Career Cruising program. Findings revealed that the robotics activities led to an increased interest and higher self-efficacy in STEM tasks. If students continue to nurture and develop their STEM interests, it is possible that many of them may ii develop higher confidence and eventually set personal goals related to STEM classes and careers. While other studies have been conducted on similar topics, this qualitative research is unique because it contributed to the gap in research that investigates the impact of an in-class robotics curriculum on middle school students’ attitudes and interests in STEM. Throughout the robotics unit, students exhibited positive reactions, including much excitement and enjoyment as they solved the robotics challenges. In addition, students demonstrated a greater interest in STEM courses and careers as a result of this hands-on activity. Middle school teachers should incorporate STEM-based activities such as robotics to help students gain hands-on STEM skills. iii DEDICATION I would like to dedicate this dissertation to Mom and Granny, who have been my biggest supporters and finest examples of Christian ladies that I have ever known. I love you both so much and am forever grateful for your love, support, and encouragement throughout my life. iv ACKNOWLEDGMENTS I am extremely grateful for everyone who has provided encouragement and guidance throughout this journey. First and foremost, I would like to thank my family. Their continuous love, support, and patience have inspired me every step of the way. My husband Jeff, along with my wonderful children – Jacob, Luke, Sarah, and Lily – have provided endless amounts of encouragement and love. Also, thanks to my parents and Granny for believing in me. I am forever thankful to all of you. Also, I am extremely grateful to my committee members, who have been an amazing group of educators and mentors. Their honest feedback, support, and guidance have been instrumental in helping me to better understand the rigor and complexity of the research process. Dr. Margaret Rice, my committee chairwoman, has been a wonderful teacher and mentor, and I am incredibly thankful for her kindness as she provided countless hours of advice and feedback. I am forever grateful for the research and teaching opportunities that she has provided to me at The University of Alabama. I am also very appreciative of my other committee members: Dr. Angela Benson, Dr. Robert Mayben, Dr. Rebecca Odom-Bartel, and Dr. Vivian Wright. Their willingness to provide honest feedback, helpful guidance, and words of encouragement have made a lasting impact on my study, for which I am extremely thankful. Last and certainly not least, I would like to thank my amazing group of seventh grade students who so willingly took part in this research. All of them volunteered their time, as they gave their best efforts in the robotics activities and feedback for the study. Their positive v attitudes and love for life make teaching a joy! I am so blessed to have had this experience with such a fun, energetic, and talented group of young people! vi CONTENTS ABSTRACT .............................................................................................................................. ii DEDICATION ......................................................................................................................... iv ACKNOWLEDGMENTS .........................................................................................................v LIST OF TABLES .....................................................................................................................x LIST OF FIGURES ................................................................................................................. xi CHAPTER I. INTRODUCTION ..............................................................................................1 Statement of the Problem ...............................................................................................3 Statement of Purpose .....................................................................................................4 Research Question .........................................................................................................4 Significance of the Study ...............................................................................................4 Theoretical Framework ..................................................................................................5 Methods..........................................................................................................................7 Assumptions of the Study ..............................................................................................8 Limitations of the Study.................................................................................................8 Operational Definitions of Terms ..................................................................................9 Summary ......................................................................................................................10 CHAPTER II. REVIEW OF RELATED LITERATURE ......................................................11 Introduction ..................................................................................................................11 The Importance of STEM Education ...........................................................................13 STEM Initiatives ..........................................................................................................15 vii The Importance of STEM Graduates in the Workforce ...............................................18 Shortage of Women in STEM Majors and Careers .....................................................19 21st Century Learning Skills and Robotics ..................................................................21 LEGO Robotics Educational Platform.........................................................................27 Motivating Students to Consider STEM Careers.........................................................31 Social Cognitive Career Theory...................................................................................32 Summary ......................................................................................................................38 CHAPTER III. METHODS ....................................................................................................39 Introduction ..................................................................................................................39 Research Question .......................................................................................................39 Setting ..........................................................................................................................39 Curriculum ...................................................................................................................40 Participants ...................................................................................................................42 Instrumentation ............................................................................................................43 Data Collection ............................................................................................................50 Data Analysis ...............................................................................................................51 Research Positionality ..................................................................................................55
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