Infrastructure of Comprehensive STEM Programming for Advanced Learners

MacFarlane, Bronwyn

doi:10.4324/9781003238218-10

Cited by 5 publications

(4 citation statements)

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“…Assuming that a theory is developed through the analysis and study of mathematical self-efficacy, having a sound measurement tool can contribute to a better understanding of how students learn and practice mathematical topics related to solving problems in STEM areas, generating better learning environments to develop students' mathematical skills [89]. Thus, outcomes from this study would benefit our understanding about the psychological interest moving students to seek STEM degrees; moreover, such an understanding could ultimately have a positive impact on the interest of groups customarily underrepresented in taking courses in mathematics and STEM, such as women [43,89]. Although women equally take advanced courses in high school like their male peers, they are less likely to take advanced courses related to science and mathematics [90,91].…”

Section: Discussionmentioning

confidence: 99%

Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language

2022

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Trained professionals in science, technology, engineering, and mathematics (STEM) are needed for a robust, science-based economy that incorporates various technologies’ design, construction, and commercialization to address societal problems. However, keeping students interested in STEM subjects and achieving optimal performance is a challenging task. Math self-efficacy has shown to be one of the most important factors affecting students’ interest in STEM majors and assessing this factor has been a great challenge for education researchers around the world due to the lack of calibrated and culturally adapted instruments. Observing this need, this seminal study conducted psychometric validation tests and cultural adaptations to the Mathematic Self-Efficacy Survey (MSES) aiming to measure this instrument in Spanish-speaking students in different STEM areas in Mexico. Data collected from 877 students were tested for validity using sequential exploratory factor analyses, and contextual modifications were performed and analyzed aiming to achieve cultural equivalency. Suggestions for continuing the adaptation and validation process of the MSES to Spanish language and STEM students’ context are presented with the results of the exploratory factor analyses.

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Section: Discussionmentioning

confidence: 99%

Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language

2022

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“…environment for nurturing students' innate talents and capabilities within the realm of STEM disciplines (MacFarlane, 2021).…”

Section: Review Of Literaturementioning

confidence: 99%

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

Sellami,

Santhosh,

Bhadra

et al. 2024

Front. Educ.

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IntroductionEducators play a pivotal role in shaping students’ academic achievements, particularly in STEM (science, technology, engineering, and mathematics) fields. The instructional techniques employed by teachers significantly impact students’ decisions to pursue or persist in STEM disciplines. This research aims to explore the challenges faced by high school STEM teachers in Qatar in delivering effective STEM instruction.MethodsData was collected through a survey administered to 290 high school STEM teachers across thirty-nine schools in Qatar. The survey targeted teachers in the 11th and 12th grades. Structural Equation Modeling (SEM) was utilized to analyze the data and examine teachers’ perceived barriers to effective STEM instruction.ResultsThe findings revealed various barriers hindering STEM instruction. These barriers were categorized into school-related, student-related, technology-related, and teaching-related factors. All the hypothesized teaching barriers [i.e., (student-related: β = –0.243, p < 0.001); (school-related: β = –0.122, p < 0.001), (technologyrelated: β = –0.123, p = 0.040); and (instruction-related: β = –0.112, p < 0.018)] were negatively related to teachers’ STEM teaching. Among the various obstacles, it appears that the most formidable challenges for high school STEM teachers are related to students (β = –0.243, p < 0.001).DiscussionUnderstanding these barriers is crucial for informing educational policies and developing strategies to enhance STEM learning in Qatar’s high schools. Addressing these barriers is essential to provide adequate resources, professional development opportunities, and support systems. By addressing these challenges, Qatar can foster a conducive environment for effective STEM instruction, thereby nurturing a future generation of STEM professionals.

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“…Developing better instruments to assess math self-efficacy in different contexts and languages will help researchers to improve the quality of their studies, facilitating the design of better strategies to motivate the interest of diverse populations in STEM majors and helping them to successfully complete their studies [94]. Having a sound assessment of engineering students' math self-efficacy levels can contribute to a better understanding to how they learn, practice, and apply math topics to solve problems in STEM areas, which ultimately could help educators to generate better learning environments to develop students' mathematical skills [95]. Additionally, a better understanding of the psychological aspects that may affect students' math learning could have a positive impact on underrepresented groups in STEM-related majors [96,97], helping educators around the world to find ways to motivate them to pursue a STEM career.…”

Section: Implications For Practicementioning

confidence: 99%

Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation

Morán-Soto

Peña

2022

Mathematics

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There are great economic benefits and qualities of life when a country invests in the development of professionals in STEM areas. Unfortunately, there is a gender gap, as women are lagging behind their peers, as well as minority groups such as Hispanics, who are grossly underrepresented in these careers. Therefore, it is a priority to generate assessing instruments that are adapted to the cultural context of Latino students in their language to attract a more diverse population to STEM areas. This study presents a thorough validation process of the adaptation of the Self-Efficacy Survey (MSES) to the Spanish language and Mexican engineering context. Exploratory and confirmatory factor analyses were conducted with data collected from 683 Mexican engineering students to analyze its validity. The results highlight that the original three dimensions of the MSES still show a sound structure to assess math self-efficacy, and the confirmatory factor analysis eliminated items that were outdated and out of the context of this specific population. As a result, this study presents a 12-item adaptation that could help Latino researchers to collect reliable math self-efficacy data to better understand how their students feel when they learn and practice mathematics.

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Infrastructure of Comprehensive STEM Programming for Advanced Learners

Cited by 5 publications

References 0 publications

Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language

Adaptation Process of the Mathematic Self-Efficacy Survey (MSES) Scale to Mexican-Spanish Language

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

Second Phase of the Adaptation Process of the Mathematics Self-Efficacy Survey (MSES) for the Mexican–Spanish Language: The Confirmation

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