Hawkins, Jacqueline2019-11-172019-11-17December 22016-12December 2https://hdl.handle.net/10657/5433The disparity of trained STEM workers has prompted the investigation of academic support in science, technology, engineering, and math (STEM) along many points in the educational pipeline. National emphasis has been placed on strengthening the success of undergraduate students who pursue majors and careers in STEM with a focus on increasing the STEM workforce. There is a growing body of evidence that supports recitations as an instructional intervention in undergraduate STEM courses. Survey research was used in this study to gain a better understanding of the effects of recitations, as well as student perceptions of the recitations, to help inform the future structure and implementation of this type of instructional intervention for demographically diverse undergraduate students in gateway STEM courses at a Tier 1 urban university. Findings from this study indicate that recitation perceptions and effects vary among participants in different STEM subjects. Additionally, recitation leader interaction can influence recitation perceptions. A key feature in recitation implementation is small class size. Future work can expand on knowledge of additional STEM course subjects and gender.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).STEMRecitationInstructional intervention2019-11-17Thesisborn digital