Multimedia Professional Development for STEM Equity: A Mixed Methods Evaluation of Educators' Intentions Using the Theory of Planned Behavior

Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Professional Studies in Instructional Design Leadership (DPS)

Committee Chair

Natalya Koehler

Committee Member

Xiaopeng Ni

Committee Member

Yi Yang

Abstract

Persistent gender inequities in Science, Technology, Engineering, and Math (STEM) restrict female-identifying students and professionals. Differences emerge in early adolescence through family dynamics, classroom methods, environmental factors, and social norms. This research investigates gender disparities in STEM equity, as these issues are most documented in academic literature. Many professional development (PD) programs for educators are inaccessible because they are too expensive, lengthy, or inconvenient. This study addressed that gap through the development and assessment of the Online Learning Interactive STEM Equity Course (OLISEC), a short-form, theory-based training for STEM educators.

The two-phase embedded mixed methods study examined the usability and impact of the OLISEC. Phase One used observations with quantitative and qualitative feedback from six educators to evaluate navigation, design, and clarity. The course architecture applied Mayer’s Multimedia Learning Theory (MLT) to maximize cognitive alignment. Using the redesigned OLISEC informed by Phase One, Phase Two employed mixed-methods pre- and post-surveys based on Ajzen's Theory of Planned Behavior (TPB) to assess behavioral outcomes. Thirty-three in-service STEM educators teaching Grades 4-12 across the United States participated.

Educators demonstrated statistically significant growth in intentions to use equitable teaching methods, t(32) = -19.00, p < .001, d = 3.31, indicating a large effect. Participants found the training materials useful and easy to understand. This research adds value to STEM equity studies while providing a framework for scalable teacher training. The OLISEC demonstrated potential as a replicable tool for promoting inclusive STEM classrooms through its strategic combination of behavioral science theory and instructional design principles.

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