Makerspaces and academic advancement in Hamilton County secondary schools

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.