Date of Award
Doctor of Education (EdD)
Educators who use interdisciplinary methods in the classroom need consistent strategies to teach STEM content, and methods to help students increase self-efficacy. The focus on cognitive gains in STEM studies limits the number of students who pursue a foundation of STEM and 21st century skills to adapt to technological advancements for their futures. Student self-efficacy, perception of personal abilities, has become more critical as individuals need a range of academic and personal skills to adapt and persist in future endeavors. Social stereotypes and familial interests influence an individual's perception of their abilities to pursue a career in STEM from early childhood. Students gain self‑efficacy in social and academic settings through a scaffolding of reflection on personal gains. The educator has an essential role in helping increase a student's self-efficacy. Measures are needed in the classroom to increase student self-efficacy and the diversity of candidates who believe in their abilities to pursue STEM interests. Interdisciplinary art methods may be a strategy to affect student self-efficacy. The researcher used an interdisciplinary art unit with two surveys to measure self-efficacy. There was a statistical significance in the sample. There was no statistical significance in student self-efficacy based on gender and grade level. While the researcher was unable to record any statistical difference in gender, there was a difference indicated in self-efficacy gains for the males in fourth and fifth grade. Student's exposure to STEM content, the sample size, and the length of time used for the interdisciplinary art unit may be factors that affected the outcomes of the study.
Self-efficacy, STEM, Art, Interdisciplinary, Conceptual model
Hankins-Koppel, Cindy, "Balancing Act: How Does an Interdisciplinary Art Unit Affect Student Self-Efficacy in a STEM School?" (2020). Ed.D. Dissertations. 21.