Middle School Engagement with Mathematics Software and Later Interest and Self-Efficacy for STEM Careers

Ocumpaugh, Jaclyn; Pedro, Maria Ofelia San; Lai, Huei-yi; Baker, Ryan S.; Borgen, Fred H.

doi:10.1007/s10956-016-9637-1

Cited by 16 publications

(11 citation statements)

References 45 publications

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“…Our results support prior findings indicating that gender, race, and math/ science self-efficacy have a statistically significant effect on career aspirations (Brown, Concannon, Marx, Donaldson, & Black, 2016;Mau & Bikos, 2000;Ocumpaugh, San Pedro, Lai, Baker, & Borgen, 2016). Moreover, our results point to the importance of familial influence in students' career aspirations.…”

Section: Discussionsupporting

confidence: 90%

Factors Influencing STEM Career Aspirations of Underrepresented High School Students

Mau

2018

The Career Development Quart

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A shortage of female and minority students pursuing science, technology, engineering, and mathematics (STEM) careers has prompted researchers and policy makers to examine the current STEM supply pipeline. This study examined factors influencing STEM career aspirations of a nationally representative sample of 9th-grade students (N = 21,444). Characteristics of students who aspired to STEM careers and non-STEM careers were examined. Guided by the career aspirations model (Mau & Bikos, 2000), the authors conducted logistic regression analyses to investigate variables predicting STEM career aspirations. Results indicated that race, gender, socioeconomic status, math interest, and science self-efficacy were the most important predictors of STEM career aspirations. Counselors in school and related career services contexts are encouraged to consider these important factors in identifying high school students who are interested in STEM career choices, as well as in planning career interventions to facilitate their career paths. Future researchers could test the applicability of this model with middle school students or adults.

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Section: Discussionsupporting

confidence: 90%

Factors Influencing STEM Career Aspirations of Underrepresented High School Students

Mau

2018

The Career Development Quart

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“…The latter category, “gaming”, denotes a highly studied behavior associated with online tutors, that is, gaming the system, an off-task behavior that is defined as “attempting to succeed in an educational environment by exploiting properties of the system rather than by learning the material and trying to use that knowledge to answer correctly” (Baker, 2007, p. 1060). Although not necessarily harmful for learning (Baker, Corbett, & Koedinger, 2004), gaming the system, which can be detected relatively easily by analyzing the system log file, may have some important predictive value for the long-term; it was found to be negatively associated with college attendance, and similar off-task measures were found to be negatively associated with interest and self-efficacy towards STEM career (Ocumpaugh et al., 2016; San Pedro et al., 2013).…”

Section: Introductionmentioning

confidence: 99%

Students’ Activity in an Online Learning Environment for Mathematics: The Role of Thinking Levels

Haleva

Hershkovitz

Tabach

2020

Journal of Educational Computing Research

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Understanding students’ behavior while solving tasks at various levels is essential for the support educators may provide to students. The current study reports on a large-scale exploration of students' activity in an online learning environment for mathematics, while comparing between lower-order thinking (LOT) and higher-order thinking (HOT) applets, and between grade levels. We analyzed log files of N = 32,581 5th- and 6th-grade students from all over Israel (a full sample of users in the studied platform), specifically comparing scores, completion rates, completion times, and repetition levels in LOT and HOT applets. Using within-subject and between-subject t tests, we found that students' performance and completion rate on the LOT applets were overall higher than those of the HOT applets, which, combined with other findings, may point to meta-cognitive or motivational processes involved. We also point out to the high rates of students' manipulation of the system in a way that allow them to increase their score. Finally, we found that the various measures we used to characterize students' online activity are not necessarily strongly correlated with each other. These findings will help teachers to take informed decisions regarding the incorporation of digital learning environments in their classrooms.

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“…8 out of 14 studies were conducted in elementary and middle school, while six were conducted in lower secondary, junior high, and primary school. Thus, five studies were conducted in elementary schools (Dijanić and Trupčević, 2017;Craig et al, 2013;Güzeller and Akın, 2012;Tsuei, 2012;Mendicino, Razzaq, and Heffernan, 2009), three in middle schools (Ocumpaugh et al, 2016;Adams et al, 2014;Arroyo et al, 2010), two studies involved secondary schools (Baki and Güveli, 2008;Graff et al, 2008), three studies were conducted in junior high school (Wang, 2011;Pane, 2010;Beal et al, 2007) and one was conducted in primary school (Pilli & Aksu,201), as displayed in Table 2.…”

Section: Resultsmentioning

confidence: 99%

Systematic Review of Web-based Learning Environments in High School Mathematics Education: Attitude, Achievement, Challenges and Possible Solutions / Sustavan pregled mrežnih okruženja učenja u nastavi matematike na sekundarnoj razini obrazovanje: stavovi

Kissi

Nat

Idowu

2020

Croatian Journal of Education

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Web-based learning environments (WBLE) are widely adopted in the context ofhigher education. Comparatively, little is known about how they are used in highschool mathematics curricula. Therefore, this systematic review investigates howWBLEs are applied in high school education and which outcomes this instructionalapproach has resulted in up to now. 14 related journal publications on high schoolWBLE are identified and analysed in terms of their WBLE activities, studentachievement, attitude, and challenges encountered. The findings suggest thatseveral activities are used in WBLE. WBLE application in high school mathematicseducation produced a neutral or positive effect on student achievement whencompared to traditional classroom-based learning. Students' attitudes towardWBLE approach are varied. WBLE implementation challenges are classifiedas student-associated, faculty-associated, and operational. We proposed sevenpossible solutions to address these challenges based on previous studies. Also,recommendations for future research are discussed.Keywords: High school; mathematics education; student-centred learning; Web-basedlearning environments.---SažetakMrežna okruženja za učenje (WBLE) široko su prihvaćena u kontekstu visokogaobrazovanja. S druge strane, malo se zna o tome kako se ona koriste u programimamatematike u višim razredima osnovnih te u srednjim školama. Stoga se u ovomesustavnom pregledu istražuje kako se WBLE primjenjuje na sekundarnoj raziniobrazovanja i koji su dosdašnji rezultati primjene ovog nastavnoga pristupa.Odabrano je 14 relevantnih časopisa o WBLE-u na sekundarnoj razini obrazovanjate analizirano u smislu njihovih WBLE aktivnosti, postignuća učenika, stavova iizazova s kojima se susreću. Rezultati pokazuju da se u WBLE-u koristi nekolikoaktivnosti. Primjena WBLE-a u matematičkom obrazovanju na srednjoškolskojrazini proizvela je neutralan ili pozitivan učinak na učenička postignuća u usporedbis tradicionalnim učenjem u učionici. Stavovi učenika o WBLE pristupu su različiti.Izazovi primjene WBLE-a javljaju se na razini učenika, nastavnika i organizacije.Na temelju prethodnih studija predložili smo sedam mogućih rješenja kao odgovorna njih. Također, u raspravi dajemo preporuke za buduća istraživanja.Ključne riječi: srednja škola; matematičko obrazovanje; učenje usmjereno naučenika; mrežna okruženja za učenje (WBLE)

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Middle School Engagement with Mathematics Software and Later Interest and Self-Efficacy for STEM Careers

Cited by 16 publications

References 45 publications

Factors Influencing STEM Career Aspirations of Underrepresented High School Students

Factors Influencing STEM Career Aspirations of Underrepresented High School Students

Students’ Activity in an Online Learning Environment for Mathematics: The Role of Thinking Levels

Systematic Review of Web-based Learning Environments in High School Mathematics Education: Attitude, Achievement, Challenges and Possible Solutions / Sustavan pregled mrežnih okruženja učenja u nastavi matematike na sekundarnoj razini obrazovanje: stavovi

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