03/01/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Shawn Luce “Guided Inquiry Approach to Chemistry Instruction to Improve the Self-Efficacy Levels of Students with Individualized Education Programs.”

Candidate: Shawn Luce
Degree: Doctoral- Leadership in Schooling (STEM)
Defense Date: Thursday, March 14, 2024
Time: 11 a.m.
Location: Remote via Zoom
Thesis/Dissertation Title: "Guided Inquiry Approach to Chemistry Instruction to Improve the Self-Efficacy Levels of Students with Individualized Education Programs”

Dissertation Committee

  • Dissertation Chair: Phitsamay Uy, Ed.D., Associate Professor, Leadership in Schooling, Graduate Coordinator for Ed.D. Programs, & Co-director of Center for Asian American Studies, School of Education, University of Massachusetts Lowell
  • Committee Member: James Nehring, Ed.D., Professor, Leadership in Schooling, School of Education, University of Massachusetts Lowell
  • Committee Member: William Goldsworthy, Ed.D., Adjunct Professor, School of Education, University of Massachusetts Lowell

Abstract
Though job opportunities in science, technology, engineering, and math (STEM) continue to expand in the United States, people on Individualized Education Programs (IEPs) while in school are continually disadvantaged in future STEM-based career possibilities. Studies have shown that students on IEPs are far less likely to major in a STEM degree program in college or hold a job in the STEM workforce. Prior to the study, a literature review was conducted, which showed the effectiveness of guided inquiry approaches for IEP students. This mixed methods study examined the factors that influenced the self-efficacies of IEP students in their science classes and what interventions would ultimately improve how these students perceive their abilities to do science. To increase IEP students' self-efficacy in science, teachers engaged students (n=7) with a guided inquiry approach to teaching their classes with significant populations of IEP students. Students then reflected on their experiences in lessons with and without the instructional practice to measure their self-efficacies. Results showed 57.1% growth in student self-efficacy scores, as reported by an observer survey. Students also self-reported lower feelings of negative self-efficacy beliefs after the intervention.