Publication Date

5-2021

Date of Final Oral Examination (Defense)

3-22-2021

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Major Advisor

Youngkyun Baek, Ph.D., Ed.D.

Advisor

Dazhi Yang, Ph.D.

Advisor

Yu-Hui Ching, Ph.D.

Abstract

The fastest-growing demographic in the United States is also the one with the biggest struggle with academic success, particularly in STEM-related subjects. Pre-study research observed that one of the most significant factors facing Hispanics is their set of psycho-social behaviors influenced by cultural heritage. In a response to this challenge a solution was developed and over the two years of its implementation failure rates among Hispanic students dropped from department-wide chemistry class average of 40% down to under 10% in the treatment population. The purpose of this study was to identify a theory that identifies the relationship between individual factors that influenced the change in student success. Nineteen students were interviewed regarding their experiences, vetted for Multi-Active behavioral tendencies, and then their interview data were compared against their student achievement records reflecting their before, during, and after program exposure. The findings indicated that much of their success was due to uLearning program design elements that distinctly enabled the Multi-Active psychosocial tendencies to co-exist the behavioral expectations of a Linear-Active academic environment. Key criteria included design characteristics that focused on emotional engagement, immediate feedback on assessments, a centralized learning site, and learning content that supports real world application of learned material. Keywords: Ubiquitous Learning (uLearning), Multi-Active, Linear-Active, STEM, Hispanic culture, Self-efficacy, Confidence behaviors

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