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THE INFLUENCE OF STEM EDUCATION ON MOTIVATION TOLEARN IN MATHEMATICS LESSONSМАТЕМАТИКА САБАҚТАРЫНДА ОҚУ МОТИВАЦИЯСЫНАSTEM ОҚЫТУДЫҢ ӘСЕРІВЛИЯНИЕ STEM-ОБРАЗОВАНИЯ НА МОТИВАЦИЮ КОБУЧЕНИЮ НА УРОКАХ МАТЕМАТИКИ
Abstract
This study examined the impact of STEM (Science, Technology, Engineering, and Mathematics) education on 8th-grade students' motivation towards learning mathematics at a Nazarbayev Intellectual School in Almaty. The research aimed to assess how STEM education influences motivational factors such as intrinsic value, self-regulation, self-efficacy, utility value, attainment value, and test anxiety. An experimental design was employedwith 52 participants divided into two groups: a control group using traditional teaching methods and an experimental group engaging in STEM approaches.The Mathematics Motivation Questionnaire (MMQ), adapted from the Science Motivation Questionnaire (SMQ), was utilized for data collection before and after the intervention. Results from paired samples T-tests and descriptive statistics showed significant enhancements in the motivational levels of students in the experimental group, indicating that STEM education effectively boosts motivation towards mathematics learning. This research underscores the significance of incorporating STEM educational practices into mathematics curricula to create a more engaging and motivating learning atmosphere. These findings are crucial for educators, curriculum designers, and policymakers focused on improving mathematics education and fostering a greater interest in STEM fields among middle school students, contributing to the existing literature on educational motivation.
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In Indonesia, STEM education has been implemented in the learning process since 2014. The number of researches on the implementation of STEM education are increasing from year to year. Therefore, this research was conducted to map the all articles published online with the theme of STEM education implementation in Indonesia. The scoping review was carried out following the framework from Arksey & O'Malley (2005), with the following steps: (1) formulating research questions, (2) exploring research results on Google Scholar database from 2015-2020 with the keyword “implementation” + "STEM education" + “Indonesia”, (3) sorting the collected articles with predetermined criteria and selecting them according to the PRISMA model, (4) discussion, and (5) conclusion. Found 597 articles that match to these keywords and 154 articles that meet the criteria as research data. The results showed that the STEM education is implemented as a learning strategy and approach, integrated with other learning models, used as a learning assessment, and developed into teaching materials, modules, and learning media. Additionally, teachers implement STEM to improve entrepreneurship skills, learning motivation, and various 21st-century skills in their students. Furthermore, research on STEM has been conducted in 19 provinces in Indonesia, which are dominated by West Java and East Java provinces. Beside that, the STEM education has been studied at all levels of education and high school is the most widely used research subject and STEM education has grown in small units and has proven to be capable of developing many student skills. The implementation of STEM education can be a trigger for renewal in the world of education.
According to expectancy–value theory (EVT), there are 3 components of task values in math that positively predict changes in students’ math achievement: intrinsic, attainment, and utility values. An open question is whether the relations between values and grades differ depending on the value component that is considered. We investigated potentially reciprocal relations between students’ intrinsic, attainment, and utility values and grades in math across the last 3 years in German secondary schools while additionally considering students’ cognitive abilities, socioeconomic status (SES), and gender. A sample of 476 German students was followed for 3 years from the beginning of Grade 11 (M = 16.43 years, SD = 0.55) to the end of Grade 13. Students’ reported their task values in math at the beginning of Grade 11 and in the second term of Grades 11, 12 and 13. Schools provided all report card grades in math that students received from Grades 10 to 13 (i.e., 7 report cards). Longitudinal structural equation models revealed reciprocal relations between task values and math grades over time. Cross-lagged effects of values on grades did not significantly differ between value components. Findings underline the importance of task values in math and extend the existing EVT-literature by showing that all three value components predict changes in math grades above cognitive abilities, SES, and gender.
Mathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.
Background
For schools to include quality STEM education, it is important to understand teachers’ beliefs and perceptions related to STEM talent development. Teachers, as important persons within a student’s talent development, hold prior views and experiences that will influence their STEM instruction. This study attempts to understand what is known about teachers’ perceptions of STEM education by examining existing literature.
Results
Study inclusion criteria consisted of empirical articles, which aligned with research questions, published in a scholarly journal between 2000 and 2016 in English. Participants included in primary studies were preK-12 teachers. After quality assessment, 25 articles were included in the analysis. Thematic analysis was used to find themes within the data. Findings indicate that while teachers value STEM education, they reported barriers such as pedagogical challenges, curriculum challenges, structural challenges, concerns about students, concerns about assessments, and lack of teacher support. Teachers felt supports that would improve their effort to implement STEM education included collaboration with peers, quality curriculum, district support, prior experiences, and effective professional development.
Conclusions
Recommendations for practice include quality in-service instruction over STEM pedagogy best practices and district support of collaboration time with peer teachers. Recommendations for future research are given.
This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy.
Background
A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students’ knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their preferences for particular career activities, and their likelihood to pursue a STEM career.
Results
Analysis revealed that while older students had more knowledge about mathematics/science requirements for STEM careers, this knowledge was lacking overall. Also, students with higher MSE were more knowledgeable about STEM career requirements. Furthermore, students with higher MSE and STEM career knowledge were more likely to choose a STEM career. Students with greater interest in technical and scientific skills were also more likely to consider a STEM career than those who preferred career activities that involved practical, productive, and concrete activities.
Conclusions
The results of this study show that students in middle school have a limited STEM career knowledge with respect to subject requirements and with respect to what sort of activities these careers involve. Furthermore, students with low MSE have a declining interest in STEM careers. Our data thus support the need to improve access to knowledge to facilitate students’ understanding of STEM careers and the nature of STEM work. Exposure of students to STEM careers can enhance their interest in pursuing careers involving science, technology, engineering, and mathematics.
Mathematics anxiety is a pervasive issue in education that requires attention from both educators and researchers to help students reach their full academic potential. This review provides an overview of past research that has investigated the association between math anxiety and math achievement, factors that can cause math anxiety, characteristics of students that can increase their susceptibility to math anxiety, and efforts that educators can take to remedy math anxiety. We also derive a new Interpretation Account of math anxiety, which we use to argue the importance of understanding appraisal processes in the development and treatment of math anxiety. In conclusion, gaps in the literature are reviewed in addition to suggestions for future research that can help improve the field's understanding of this important issue.
Although women have made progress in entering scientific careers in biology, they remain underrepresented in mathematically intensive fields such as physics. We investigated whether gender differences in mathematics motivation and socialisers’ perceptions impacted choices for diverse STEM careers of varying mathematical intensity. Drawing on expectancy-value theory, we tested structural equation models in which adolescents’ preferred careers related to each of physics, biology, chemistry, and mathematics were predicted by prior mathematical performance, motivations, and mothers’ perceptions. We explored potential differences in gendered processes of influence using multigroup models. Samples were 331 Australian adolescents followed from 9th to 11th grade in 1998 and 277 U.S. adolescents from 9th to 12th grade in 2009–10. In both samples female adolescents preferred biological careers more than males did; male adolescents preferred physics-related careers and also mathematical careers in the Australian sample. Mothers’ perceptions were important to female and male adolescents’ mathematics motivations; gendered motivations were more evident in the Australian sample. Mathematics interest played the strongest role in male adolescents’ preferred careers, whereas actual or perceived mathematical achievements were most important for females, demonstrating the impacts of mathematical motivations on preferences for diverse STEM careers.
The construct of mathematics anxiety has been an important topic of study at least since the concept of “number anxiety” was introduced by Dreger and Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age, and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.
An evidence-based framework offers a guide for efforts to increase student persistence in STEM majors.
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.
The causal role of students' self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students' self-efficacy and personal goals at the beginning of the semester served as predictors of students' final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students 'final grades in social studies, R = .56. Students' beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced the academic goals they set for themselves and their final academic achievement. Students' prior grades were predictive of their parents' grade goals for them, which in turn were linked to the grade goals students set for themselves. These findings were interpreted in terms of the social cognitive theory of academic self-motivation.
We discuss the decline in early adolescents' academic motivation after the transition to middle grade schools and review work on how school and classroom environments in traditional middle grade schools could be responsible for these declines. We suggest that there is often a mismatch between characteristics of the classroom environment in traditional middle grade schools and early adolescents' developmental level. We present results of a comprehensive longitudinal study examining the influence of school and classroom environmental factors such as teacher discipline and control practices, teacher-student relations, opportunities for student decision making, teachers' sense of efficacy, and between-classroom ability grouping on student motivation. In general, results indicated that middle grade school math teachers, in comparison to sixth-grade elementary school teachers, control students more, provide them fewer decision-making opportunities, and feel less efficacious. Between-classroom ability grouping also increased in middle grade schools. Many of these changes related to declines observed in students' motivation in middle school.
Spurred by concerns about an inadequately sized science, technology, engineering, and mathematics (STEM) workforce, there has been a growing interest in out-of-school time (OST) science activities as a means to foster STEM career interest. This study examines the association between OST science activities and STEM career interest in university through a logistic regression model and the calculation of prototypical odds ratios. The analysis addresses two main research questions: What is the correlation among different forms of OST activities? And, controlling for student demographic and background variables, what specific forms of OST activities are associated with STEM career interest in university? The study uses data from the ‘Persistence Research in Science and Engineering’ survey (n = 6882), which employs a nationally representative sample of university students enrolled in introductory English courses. Results indicate that students’ participation in OST activities, as well as their middle school interest in science and mathematics and their gender, plays a significant role in university career interest in STEM. Conclusions suggest that making OST clubs and competitions and the inclusion of non-fiction and science fiction within English Language Arts programmes may be beneficial to the development of students in STEM careers. Limitations include the paucity of research examining which students participate in these activities and what specific features or characteristics benefit them.
Student cognition and motivation, as well as institutional policies, determine student course grades and retention in science, technology, engineering, and mathematics (STEM) majors. Regarding cognition, study skills relate to course grades, and grades relate to retention in STEM. Several aspects of motivation are related to both grades and retention in STEM: self-efficacy (self-confidence for completing assignments), continuing interest in learning more about the subject, and effort control (remaining focused on classes and studying). Students’ cognition and motivation are interdependent, and, furthermore, they play out in the context of multiple institutional policies, such as academic support centers, career counseling, financial aid policies, forced curving of course grades, course timing, and course registration policies. All of these interdependent factors can improve with targeted programs that complement each other. Some challenges for reform include instructor resistance to changing teaching and a lack of coordination, or even competing emphases, among university policies and resources, such as course scheduling, academic support, advising, career counseling, and financial aid.
The authors used correlational and confirmatory factor analytic techniques to examine the relationship between measures of the constructs of mathematics anxiety and test anxiety. The correlations found between measures of the 2 constructs were nearly as high as those found within measures of the 2 constructs, bringing into question the separateness of the constructs. Results of the confirmatory factor analysis provided some support for a distinction between the constructs; the correlation between the 2 factors, however, was relatively high. Those findings suggest that mathematics anxiety and test anxiety may be separate phenomena; the conceptual uniqueness of mathematics anxiety, however, needs to be further delineated and its measurement improved.
This study examined how 770 nonscience majors, enrolled in a core-curriculum science course, conceptualized their motivation to learn science. The students responded to the Science Motivation Questionnaire, a 30-item Likert-type instrument designed to provide science education researchers and science instructors with information about students' motivation to learn science. The students' scores on the Science Motivation Questionnaire were reliable and related to students' high school preparation in science, GPA in college science courses, and belief in the relevance of science to their careers. An exploratory factor analysis provided evidence of construct validity, revealing that the students conceptualized their motivation to learn science in terms of five dimensions: intrinsic motivation and personal relevance, self-efficacy and assessment anxiety, self-determination, career motivation, and grade motivation. Women and men had different profiles on these dimensions, but equivalent overall motivation to learn science. Essays by all of the students explaining their motivation to learn science and interviews with a sample of the students were used to interpret Science Motivation Questionnaire scores. The findings were viewed in terms of a social-cognitive theory of learning, and directions for future research were discussed. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 127–146, 2009
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