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- Title
- Faculty acceptance of the peer assessment collaboration evaluation tool: a quantitative study.
- Author
- Podsiad, Megan Elizabeth
- Abstract/Description
-
The problem this study sought to address was faculty reluctance to use new online peer-assessment tools. The purpose of this study was to examine the motivational factors that influence acceptance of the Peer Assessment Collaboration Evaluation (PACE) Tool among faculty employed at a mid-sized university in the Southeastern United States. This study used Davis's (1986) technology acceptance model (TAM) and motivational constructs "attitude toward using, perceived usefulness and perceived ease...
Show moreThe problem this study sought to address was faculty reluctance to use new online peer-assessment tools. The purpose of this study was to examine the motivational factors that influence acceptance of the Peer Assessment Collaboration Evaluation (PACE) Tool among faculty employed at a mid-sized university in the Southeastern United States. This study used Davis's (1986) technology acceptance model (TAM) and motivational constructs "attitude toward using, perceived usefulness and perceived ease of use" (p. 44). The researcher used simple linear regression and standard multiple regression to determine if there was a significant relationship, if any, between the motivational constructs. The simple linear regression analyses indicated large, significant linear relationships for the following pairs of constructs: "attitude toward using and perceived usefulness" (Davis, 1986, p. 133) with R2 = .761, F(1, 49) = 156.043, p < .05, f2 = 3.18; "attitude toward using . . . and perceived ease of use" (Davis, 1986, p. 44) with R2 = .394, F(1, 50) = 32.479, p < .05, f2 = .65; and "perceived usefulness and perceived ease of use" (Davis, 1986, p. 24) with R2 = .544, F(1, 52) = 21.865, p < .05, f2 = .42. Additionally, the standard multiple regression found perceived usefulness and perceived ease of use of the PACE Tool to be predictors of attitude toward using the PACE Tool with R2 = .776, F(2, 48) = 83.130, p < .05. Cohen's f2 was 3.46 for this analysis, indicating a large effect size.
Show less - Identifier
- 1129598261, WFE0000668
- Format
- Document (PDF)
- Title
- Integrating a cultural fairy tale in a college course through sociocultural theory.
- Author
- Strickland, Robyn Le'An
- Abstract/Description
-
This purpose of this action research study was to identify another way to promote cultural diversity in a human growth and development course (HGD) at a college located in Northwest Florida. Under the Southern Association for Colleges and Schools Commission on Colleges (SACSCOC) and the Florida Department of Education (FDOE), all courses listed in general education degree plans assess student learning outcomes (SLOs). A class assignment guided by Vygotskian sociocultural theory and...
Show moreThis purpose of this action research study was to identify another way to promote cultural diversity in a human growth and development course (HGD) at a college located in Northwest Florida. Under the Southern Association for Colleges and Schools Commission on Colleges (SACSCOC) and the Florida Department of Education (FDOE), all courses listed in general education degree plans assess student learning outcomes (SLOs). A class assignment guided by Vygotskian sociocultural theory and integrating a fairy tale was another way to promote diverse cultures. The participants in this study consisted of 25 students taking an HGD class. Data collection consisted of two in-class presentation/activities, cultural fairy tale "Little Burnt Face," and reflective journaling of the teacher-researcher. The data obtained were then analyzed for cultural codes, themes, and categories. The teacher-researcher suggests future curriculum and instruction can be modified to identify ways to promote diverse cultures in HGD courses.
Show less - Identifier
- 1130059714, WFE0000676
- Format
- Document (PDF)
- Title
- Responsive evaluation of a community college mathematics laboratory: a dissertation in practice.
- Author
- Hollinger, La Shannon Neru
- Abstract/Description
-
This dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study...
Show moreThis dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study explored perceptions of students within a community college developmental mathematics education program relative to three areas of focus: (a) students' expressed access and use of the FAME Lab program services, (b) students' perceptions of the influence of the FAME Lab program services relative to academic performance levels, and (c) students' perceived value of the FAME Lab program relative to successes in developmental math courses. The researcher performed an extensive review of the literature and identified a critical problem of low numbers of students successfully completing developmental mathematics courses among colleges across the United States as a pervasive challenge, uniquely identified within community colleges and evidenced by 96% of colleges across the country requiring remediation courses, primarily in mathematics (Butrymowicz, 2017). The participants in the study were community college developmental education students and faculty of the community college. A potential limitation of this study includes researcher bias. The magnitude of the problem identified in the literature provided the impetus for the investigation and aligned with the nature of the meaning and purpose for using the DIP, explicitly recognizing an existing problem in practice and performing a study aligned with the need acknowledged by the problem in practice. The Faulkner Academic Math Excellence (FAME) Laboratory program exemplifies and aligns with the type of intervention programs reflective of the remediation programs that colleges across the United States are utilizing to curb or remedy the problem of low numbers of students successfully completing developmental mathematics courses. The researcher communicated with the Vice-President of Instruction and the Math Division Chair and received approval to conduct the DIP study. The researcher created a questionnaire for the student participants and conducted a RE of the FAME Lab program to respond to the problem defined for investigation. The current study provided a practitioner approach to examining the problem by incorporating the use of the RE model (Stake, 2014) to discern the problem within a focused setting, explicitly utilizing the FAME Lab program within a two-year college located in the southeastern region of the United States. The use of the RE protocol provided the researcher with strategies to inform results focused on three areas of consideration: (a) the examination of program activities rather than program goals or intents; (b) the acquisition of students' needs, reactions, and information rather than college leaders' intentions or purposes; and (c) the reporting of differing perspectives in determining the success and failure of the program. Based on the researcher's critical use of the RE protocol, a 12-step implementation plan for the FAME Lab program to assist students in attaining success within developmental mathematics was provided to college officials and are is provided for consideration by other developmental math programs at colleges across the United States. These 12 considerations, presented in Chapter 5, coupled with additional discussions of study results, add to the body of literature supporting students' preparation for entering college mathematics programs, a practitioner problem pervasive in colleges across the United States. The study will inform and advance the professional practice by informing the implementation of developmental mathematics education for students who do not complete developmental mathematics courses successfully.
Show less - Date Issued
- 2021
- Identifier
- 1293983842, WFE0000768
- Format
- Document (PDF)
