Publication Date

2026

Document Type

Dissertation/Thesis

First Advisor

York, Cindy S.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

This study examines the factors that relate to K–12 teachers' intention to use a makerspace for classroom instruction. It uses the unified theory of acceptance and use of technology (UTAUT) as its theoretical framework. The research addresses gaps in the United States' achievement in STEM subjects and explores makerspaces as a potential instructional innovation that encourages student-centered, interdisciplinary, project-based learning. A quantitative, correlational case study design was employed to survey 120 staff members at a large urban high school in the Midwest with a dedicated makerspace. Survey items were adapted from the UTAUT model to assess three predictor variables: performance expectation (PE), effort expectation (EE), and social influence (SI), as well as the outcome variable, behavioral intention (BI). The study also considered moderating factors, including gender, age, classroom experience, and primary subject area (STEM vs. non-STEM). Multiple regression analysis showed that all three predictors (PE, EE, and SI) were significantly associated with staff members’ intention to use the makerspace. The findings align with previous UTAUT studies and suggest that school staff are more likely to use a makerspace if they believe it improves student learning, find it easy to incorporate into their teaching, and feel socially supported by colleagues and administration. These results imply that professional development for educators should focus on increasing awareness of the pedagogical benefits of makerspaces, providing support to facilitate their use, and highlighting educators who successfully utilize them. This study contributes to the limited empirical research on in-service school staff members' adoption of makerspaces for instructional purposes and informs future efforts to integrate makerspaces into K–12 education.

Extent

206 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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