Growth of the Soil: How Personally Relevant Soil Data Can Support Learning and Motivation for Underrepresented Students

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Abstract

To create opportunities for meaningful applications of data-science for diverse students, we developed and implemented an online learning module focused on engaging students at a Hispanic Serving Institution (HSI) in an analysis of authentic soil data. Development of the module occurred over three design iterations involving interviews with 10 undergraduate STEM students. We then implemented the finalized module in three undergraduate microbiology classrooms (N=118) using a pretest, posttest, comparison group quasi-experimental study design to assess whether the module improved student microbiology knowledge, data literacy, and motivation. Findings revealed that, after adjusting for key variables, the intervention group demonstrated significantly greater microbiology knowledge than the comparison group. Path analyses revealed indirect effects of the intervention through value and STEM interest.

Authors

• Ian Thacker, University of Texas - San Antonio

• Rebecca Schroeder, University of Texas - San Antonio

• Sara Shields-Menard, University of Texas - San Antonio

• Nickolas Goforth, University of Texas - San Antonio