Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Edwin Bonney
Committee Member
Dr. Carlos Sandoval
Committee Member
Dr. Jacquelyn Williams
Committee Member
Dr. Kevin Doyle
Abstract
Abstract
This Dissertation in Practice examined the impact of a Math for Science Readiness (MSR) intervention on the science course planning behaviors of Students with Disabilities (SWD) in College Preparatory Basic (CPB) Chemistry, with the aim of increasing enrollment into Physics 1 College Placed Academic (CPA). Using an approach grounded in sociocultural theory and strength-based practices, the intervention implemented 16 short modules connecting chemistry and physics through shared math themes to reinforce math concepts across disciplines.
Data collected included physics interest surveys, common assessment exam scores, enrollment data, and counselor feedback to evaluate whether targeted math support could promote progression into more rigorous science and STEM pathways. Results showed a statistically significant increase in exam scores for students who received the MSR intervention compared to those from the previous year who did not. Additionally, Likert-scale data indicated a positive correlation between student confidence and familiarity with the themed topics as the intervention progressed, although participation declined over time.
Although Physics enrollment remained low, there was a measurable increase in SWD enrollment in other advanced classes, including Anatomy & Physiology and AP Environmental Science. Follow-through enrollment from teacher recommendations also improved, suggesting the intervention positively influenced the counseling process.
These results highlight the potential for refining and expanding the intervention to strengthen both student preparedness and counselor involvement, ultimately creating a clearer pathway to STEM success and retention of CPB students beyond their three-year compulsory science commitment.
Keywords: Advanced Placement (AP), College Prep (CP), Individualized Education Plan (IEP), 504, Inquiry Based Learning, Learning Disability (LD), Math for Science Readiness (MSR), New Jersey Student Learning Standards for Science (NJSLS-S), students with disabilities (SWD), science technology engineering math (STEM), socio-culture theory, strength based practices, theme-based learning.
Recommended Citation
Koukoularis, Eleni N., "Improving Retention of Students With Disabilities in Stem Through Math-Based Type Science Readiness" (2025). All Dissertations. 4013.
https://open.clemson.edu/all_dissertations/4013
Comments
Plain Language Abstract
This study explored whether giving students with disabilities (SWD) extra math support during their regular chemistry class could help them feel more confident and prepared to take higher level science classes like physics. The support was built into daily lessons using 16 short modules that connected math topics used in both chemistry and physics. The goal was to help students strengthen their math skills across subjects and improve their understanding of science.
To measure the impact, the study used end of semester common exams, student surveys, and feedback from school counselors. Results showed that students who received the extra math support scored higher on the common assessment compared to students from the previous year who did not receive the support. Surveys showed that students felt more confident with the topics as the lesson progressed, although fewer students participated over time. Although there was no major increase in physics enrollment, there was a noticeable rise in the number of SWD taking AP Environmental and Anatomy & Physiology compared to last year. The study also found that counselors play an important role in class placement and sharing updates about students’ progress could help encourage more enrollment into higher-level classes.
These findings suggest that when math-based strategies are built into science instruction in a positive and supportive way, more SWD can succeed in science and move beyond basic graduation requirements. This approach could help open doors to higher level science and future STEM opportunities.