Exploration of a 1:1 program impact on high school students' college and career readiness self-efficacy

Loading...
Thumbnail Image
Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
University of Alabama Libraries
Abstract

The purpose of this qualitative study was to explore senior high school students’ college and career readiness self-efficacy after participating in a 1:1 setting. Student self-efficacy and teacher opinions on their students’ college and career readiness self-efficacy as it relates to technology integration in the classroom were investigated. This study provides evidence of the impact of a 1:1 program in the context of student college and career readiness self-efficacy. Albert Bandura’s (1994) Theory of Self-Efficacy provided the theoretical framework for this study. Bandura theorized there are four main causes of influence: mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological states. Qualitative data were collected from teachers through interviews conducted via school email. Qualitative data were collected from students through face-to-face interviews. The two data sets were analyzed using the Colaizzi method. Once analyzed, the results were compared to determine what beliefs students and teachers hold between a 1:1 setting and students’ college and career readiness self-efficacy. Data analysis resulted in 10 themes: Distractions (D), Confidence (C), Advantage (A), Essential (E), Prepared (P), Encouraged (EN), Technical Difficulties (TD), Easier (EA), Success (S), and Needs Improvement (NI). While there are some concerns of distractions, technical difficulties, and needs for improvement, overall, teacher and student participants admit mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states are all important and essential factors for the success of a 1:1 program that improves student college and career readiness self-efficacy.

Description
Electronic Thesis or Dissertation
Keywords
Educational technology
Citation