UC Irvine

There is a need in higher education to improve STEM instruction to increase retention, particularly of minoritized students. Student-centered instruction (SCI) requires students to be engaged in the classroom and interact with their peers. Previous research has revealed the benefits of student-centered instruction (SCI) (Theobald, 2020). However, less is known about the relationship of SCI with outcomes other than course grades. Student perspectives of SCI teaching methods are also less prevalent in the literature. Additionally, much of the literature combines all minoritized students together from a variety of settings despite heterogeneous differences between types of university contexts and racially minoritized groups. Therefore, this dissertation focuses on assessing student perspectives of student-centered instruction which includes psychosocial and motivational perspectives and the perspective of Latine students in STEM courses.

Study 1 surveyed 57 STEM classrooms over the course of 5 quarters on relationship building, test anxiety, self-efficacy, and task value. Findings show that being in a SCI course increased peer relationships and increased self-efficacy. However, there was also an increase in test anxiety in SCI courses. Findings also suggested that the more Latine students within a course with SCI decreased the level of test anxiety.

Study 2 investigated the academic course grade differences in four contexts: 1) SCI course within the student-centered building 2) SCI course within a traditional building 3) didactic course within the student-centered building and 4) didactic course in a traditional building. There were no significant grade differences in the different contexts. However, higher class size was related to lower course grades suggesting the learning environment plays a role in academic success.

Finally, Study 3 explored the minoritized student perspective of a student-centered course and the types of capital minoritized students may be able to utilize. Findings showed that Latine students expressed an appreciation to be able to work with students from a similar ethnic group. Latine students enjoyed being able to chat with peers with whom they can speak Spanglish and slang to better learn and explain themselves throughout the course. Additionally, students expressed appreciation for strong instructor facilitation of activities and having multiple avenues to learn the material.

Collectively, these three studies show that SCI benefits students beyond purely affecting their academic grades. In SCI courses, students have increased peer support and gained stronger self-efficacy skills which can translate to STEM persistence long term. Additionally, SCI courses give students the opportunity to use skills and assets they may never have been able to show in a traditional course. Incorporating SCI teaching methods can help create inclusive learning environments that encourage STEM student success.