Committee Chair

Rausch, David W.

Committee Member

Crawford, Elizabeth K.; Williamson, Cindy; Pratt, Allen C.

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

This dissertation explores the impact of makerspace integration on academic performance, attendance, and student engagement in Hamilton County secondary schools. Amid growing interest in experiential learning environments, the researcher sought to quantify the effects of makerspaces on ACT composite scores, graduation rates, attendance rates, and chronic absenteeism. By employing a mixed-methods research design, the researcher analyzed publicly available school-level data from the Tennessee Department of Education and qualitative interviews to compare educational outcomes before and after the implementation of makerspaces, as well as secondary schools with and without makerspaces. The quantitative findings reveal a significant reduction in chronic absenteeism following makerspace adoption, suggesting a positive correlation between hands-on learning and student retention. However, no statistically significant differences in ACT scores were observed, indicating that while makerspaces enhance engagement and practical skills, their direct influence on standardized test performance remains ambiguous. Complementing the quantitative analysis, qualitative interviews with educators and stakeholders highlight increased student motivation, improved school attendance, and the development of critical thinking, collaboration, and self-efficacy. These insights underscore makerspaces as inclusive, transformative learning environments that promote equity and student identity formation, particularly in STEM pathways. Overall, the researcher advocates for the strategic implementation of makerspaces in secondary education, emphasizing their potential to foster student engagement and academic persistence. The researcher also calls for future research into long-term effects on career readiness, the development of alternative assessments, and the differential impact across diverse student populations.

Acknowledgments

I would like to express my sincere gratitude to the individuals who supported and guided me throughout the completion of this dissertation. First, I am deeply thankful to Dr. Rausch for his guidance, insight, and steady encouragement throughout this process. His expertise and thoughtful feedback were instrumental in shaping this work and pushing my thinking in meaningful ways. I am also grateful to Dr. Crawford for her support and perspective, which helped strengthen both the direction and clarity of this research. Her willingness to challenge ideas and offer constructive feedback greatly enhanced the quality of this study. My sincere thanks go to Dr. Williamson, whose encouragement and thoughtful questions helped me remain focused and reflective throughout the research and writing process. Her support was invaluable during moments of both challenge and growth. Finally, I would like to thank Dr. Pratt for his time, insight, and contributions to this work. His expertise and feedback played an important role in refining this dissertation and supporting its completion. I am appreciative of each committee member’s commitment, guidance, and belief in this research. This dissertation would not have been possible without their collective support.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

5-2026

Subject

Academic achievement--Education (Secondary)--Tennessee; Educational Technology; Makerspaces--Study and teaching (Secondary education)

Keyword

Makerspace; Educational Technology; Maker; Innovation; ACT ; Graduation Rate

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xi, 144 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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