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The effect of an interdisciplinary career exploration course on college students' career decision-making and career decision-making self-efficacy
Title
The effect of an interdisciplinary career exploration course on college students' career decision-making and career decision-making self-efficacy.
Creator
Gallo, Jamie, College of Education
Abstract / Description
This dissertation explored the effects of a one-credit, semester long career exploration course offered at a mid-size comprehensive university in the southeastern United States and the effects the course had on students’ major decision-making and decision-making self-efficacy. Participants were undergraduate students enrolled in an interdisciplinary career course (SLS 1301) who ranged from freshman to senior year, in all different majors, including undecided. Students were assessed during the...
Show moreThis dissertation explored the effects of a one-credit, semester long career exploration course offered at a mid-size comprehensive university in the southeastern United States and the effects the course had on students’ major decision-making and decision-making self-efficacy. Participants were undergraduate students enrolled in an interdisciplinary career course (SLS 1301) who ranged from freshman to senior year, in all different majors, including undecided. Students were assessed during the beginning and end of the fall 2014, spring 2015, and fall 2015 semesters. The assessments used were the Career Decision Scale and the Career Decision-Making Self-Efficacy Scale. The main purpose of this quantitative study was to measure students’ decision making and decision making self-efficacy growth before and after participating in the course curriculum. The research indicated that students reported higher levels of career decision certainty, and lower levels of career indecision upon completion of the interdisciplinary career course. The research also indicated higher levels of career decision-making self-efficacy upon completion of the interdisciplinary career course.
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Date Issued
2017-12-15
Identifier
Gallo_fgcu_1743_10267
Format
Document (PDF)
THE EFFECTIVENESS OF INQUIRY-BASED VS. DIDACTIC TEACHING METHODS ON STUDENT PERFORMANCE IN UNDERGRADUATE STATISTICS
Title
THE EFFECTIVENESS OF INQUIRY-BASED VS. DIDACTIC TEACHING METHODS ON STUDENT PERFORMANCE IN UNDERGRADUATE STATISTICS.
Creator
Nichols, Robert Lee, College of Education
Abstract / Description
This study explored the impact of instructional style in the teaching of introductory statistics on students’ attitudes towards statistics and on students’ academic outcomes in statistics courses. Four university statistics instructors were surveyed to identify their instructional style. In addition, their students’ (n=313) mean course scores and mean scores on the Learning Outcomes for Statistical Methods instrument were analyzed. Based on an independent measure of learning outcomes for...
Show moreThis study explored the impact of instructional style in the teaching of introductory statistics on students’ attitudes towards statistics and on students’ academic outcomes in statistics courses. Four university statistics instructors were surveyed to identify their instructional style. In addition, their students’ (n=313) mean course scores and mean scores on the Learning Outcomes for Statistical Methods instrument were analyzed. Based on an independent measure of learning outcomes for students, the data indicate instructional styles that are more inquiry-based may be more effective overall for student achievement on the Learning Outcomes for Statistical Methods instrument. There was a significant decrease found between pre- and post-survey SATS-36 means for the students’ Value, Interest, and Effort component scores. This indicates students found less value, interest, and effort required for statistics after taking a statistical methods course. In addition, students who score higher on the pre-SATS-36 Affect, Cognitive, and Effort sub-scores tended to have higher final course averages. In an analysis of gender, male students view statistics more favorably than female students, male students believe statistics is more difficult than female students, and male students believe statistics requires less effort than female students. Finally, students with a higher stress level tended to have a lower Learning Outcomes for Statistical Methods average.
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Date Issued
2017-05
Identifier
Nichols_fgcu_1743_10252
Format
Document (PDF)
 BRIDGING THE GAP: A QUALITATIVE PHENOMENOLOGY FOCUSING ON THE PERSPECTIVES OF PRE-SERVICE AND FIRST-YEAR TEACHERS
Title
 BRIDGING THE GAP: A QUALITATIVE PHENOMENOLOGY FOCUSING ON THE PERSPECTIVES OF PRE-SERVICE AND FIRST-YEAR TEACHERS.
Creator
Scrant, Jennifer Nicole, College of Education
Abstract / Description
Retaining first-year teachers in the school district under study was challenging. During the 2013-2014 school year, approximately 309 newly hired teachers separated from the district. This number slightly decreased in 2015-2016, with approximately 307 new first-year teachers hired and 30 of these newly hired teachers separating from the district during that year (District, 2017). Most recently, during 2016-2017, approximately 372 new first-year teachers were hired and 23 of these newly hired...
Show moreRetaining first-year teachers in the school district under study was challenging. During the 2013-2014 school year, approximately 309 newly hired teachers separated from the district. This number slightly decreased in 2015-2016, with approximately 307 new first-year teachers hired and 30 of these newly hired teachers separating from the district during that year (District, 2017). Most recently, during 2016-2017, approximately 372 new first-year teachers were hired and 23 of these newly hired teachers separated from the district (District, 2017). Two in-depth interviews and one focus group were conducted to capture the lived experiences of eight pre-service teachers entering into their first-year of teaching in the school district. Despite their teacher preparation program, these first-year teachers were caught off guard by the realities of teaching Three common themes permeated throughout the study were teacher preparation, classroom management and administrative support. Each participant also experienced three of Moir’s Phases of First-Year Teaching; Anticipation, Survival and Reflection. The findings from this study provided insight to the university, district personnel and administrative teams about how to bridge the gap from being a pre-service teacher to becoming a first-year teacher. It was critical that administrative teams, district personnel, and teacher educators were aware of the recommendations so they could continue to enhance or modify their current programs, professional development trainings and support systems for first-year teachers. Based on the participants’ lived experiences, areas for improvement included improved networking, review of current systems or programs, and extended field experience.
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Date Issued
2017
Identifier
Scrant_fgcu_1743_10262
Format
Document (PDF)