D.Ed. - Educational Psychology

Permanent URI for this collectionhttps://hdl.handle.net/10125/68892

Browse

Now showing 1 - 3 of 3

Determining factors for student achievement, engagement, and usage with video discussion forums
(University of Hawai'i at Manoa, 2025) Mosier, Sean; Ratliffe, Katherine; Liu, Min; Educational Psychology
As online instruction becomes more common, it is important to examine how instructors teach and how students learn and engage with the course material. This mixed-methods study focused on using the Flipgrid online video discussion forum across various courses, where student and instructor perceptions of the forum are detailed. Students' use of the forum was viewed through the theoretical framework of Fredricks, Blumenfeld, and Paris (2004), and the forms of engagement that were elicited using the video discussion forum were assessed. In addition, the relationship between engagement types, perceived learning, and student achievement were examined using structural equation modeling. To achieve this, this study data included results from a quantitative and qualitative survey of students to gauge their engagement and learn about their experiences with video discussion forums. Qualitative data of the class and instructor were also collected via observations and interviews.The study's results suggest that video discussion was useful for creating interaction between students and that it improved student learning. Students expressed a sense of community, confidence in their work, and felt that personal and academic reflection was encouraged through posting their assignments publicly. The results also revealed that instructors must take care to integrate video discussion into the course lest students see it as an additional burden to turning in their assignments. Most students reported being engaged by the forum, with behavioral and cognitive engagement predominant. The structural equation model showed that emotional engagement had a significant direct result on learning and achievement. These findings show that this method can help to improve student engagement, even in courses which typically have less student engagement, as long as they are integrated thoughtfully into the course and assignment design.
Family and Community Engagement in Hawai‘i Through a Decolonial Lens
(University of Hawaii at Manoa, 2022) Jensen, Joan Umiokalani; Yamauchi, Lois A.; Educational Psychology
Using an Indigenous research and multi-case study design, this study examined the family and community engagement experiences and practices at three Hawaiʻi public schools. Because of the limitations and consequences associated with conventional engagement models with diverse families and communities, Culturally Sustaining Indigenous Family Engagement and Equitable Community-School Collaborations frameworks were employed to bring a decolonial lens to family engagement practices in diverse, Indigenous places. Data collection included interviews with 33 principals, teachers, other school staff, parents, and community members, and relevant family engagement documents including the State’s School Quality Survey data, school academic plans, and family engagement assessment reports. Findings suggest that schools did their best to engage families and communities, especially during the COVID pandemic. Schools addressed similar barriers to engagement such as time, technology, and communication, but had difficulty engaging multilingual families. Engagement strategies and practices mostly aligned with conventional family engagement models, but individual practices and ideas began to approach aspects of Indigenous engagement and Equitable Community-School Collaborations. Results suggest that schools shifting from structural, school-based approaches and activities to relationship building could benefit multilingual families and others that do not regularly engage on school campuses. Building upon individual-level awareness and actions aligned with equitable engagement to develop systemic planning and practice can facilitate this shift. Centering the needs and cultural perspectives of nondominant families in family engagement practice could also help schools increase their decolonial potential along a continuum moving towards anti-oppressive systems.
The Influence of Self-Efficacy and Hawaiian Identity on Academic Performance among First Year Native Hawaiian Community College Students
(University of Hawaii at Manoa, 2020) Nakoa, Michaelyn Napualanimekamaileokaala; Yamauchi, Lois A.; Liu, Min; Educational Psychology
Improving programs and strategies addressing the long-term historical effects of language loss and cultural practices in the current education system for the Hawaiian population is at the forefront of educational research in Hawaiʻi. This study focused on the effects of academic self-efficacy and Hawaiian identity on academic achievement among first year Native Hawaiian students at a community college in Honolulu. The study was framed by Bandura’s (1989) concept of triadic reciprocal causation. Factor analysis and structural equation modeling were employed to examine the structure of the latent factors, self-efficacy and Hawaiian identity, and their relationship to each other and their effects on GPA, persistence and grades in English, math, Hawaiian studies and Hawaiian language courses. Results revealed significant positive relationships between all the factors representing the two latent constructs. One factor, representing students’ self-efficacy in engaging in classroom activities, positively affected GPA. Self-efficacy in understanding what one was learning and being able to study and manage one’s time had a positive effect on students’ Hawaiian language grade. Recommendations are provided to improve measurement of Hawaiian identity through application of Critical Race Theory to scale development. Alternate ways to define and measure success such as community engagement, giving back and through use of student goals are suggested.

Browse

Recent Submissions