Date of Award

5-14-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Computer Science

First Advisor

John Talburt

Abstract

This dissertation proposes to analyze the importance of introducing data-centric STEM (Science, Technology, Engineering, and Mathematics) studies at the high school level. In today's digital age, the importance of studying data-centric STEM in high school cannot be overstated. This dissertation looks to discover educational capabilities of high school students in various grade levels by understanding their drive, desire, and ambitions in a different STEM course than what is currently offered at the high school. Finally, the study analyzes the students’ participation in lectures, laboratory environment, and model/simulations to identify the significance in high schools adding data-centric curriculums to their academic studies. The research was conducted utilizing the design science methodology which incorporated the design of a data-centric program taught to current high school students. The results were then collected and measured by both, qualitative and quantitative analysis as the verification from the design science methodology. The primary means for the qualitative analysis included observations of the interaction amongst students during the curriculum phase. The primary methods used in the quantitative analysis included the use of surveys and the use of Skills Knowledge Tests (SKTs). The research conducted encompassed the methods of evaluating the design of the data-centric program, approved by high school faculty, then administered to the student body. This garnered the comprehension levels giving a representation of the outcomes for implementation of a novel course in lieu of current classes in place. The results of this dissertation should substantiate the need for a more dynamic STEM related curriculum in high schools that include data-centric studies when compared to traditional computer science courses being taught at the high school level.

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