Motivation to Learn Science as a Mediator between Attitude towards STEM and the Development of STEM Career Aspiration among Secondary School Students

Rami

Aziz

2022

IJERE

Self Cite

<p class="Abstract">This research paper focuses on the effects of the parent autonomy factor that supports the needs of students in science, technology, engineering, and mathematics (STEM) learning and builds the interest of students in STEM careers. This was a quantitative research study that employed the parent authority questionnaire (PAQ). Based on the research objective, the questions in the PAQ were altered to evaluate the effects of parents on student interest in STEM careers and adapted to the purpose of the study. The PAQ comprises a scale of 1-10 ranging from strongly disagree to strongly agree. Research respondents included 419 upper secondary students from national schools in Malaysia, and the research used a proportionate stratified random sampling technique. The research determined parents’ autonomy towards the development of students’ STEM career interest and the data was analyzed using structural equation modelling (SEM). The results found that the autonomy of parents significantly affected upper secondary students in the development of STEM careers of students. The research question was answered by proving that the autonomy of parents is directly significant (p<001). Results showed that parents explicitly offer meaningful impacts and valuable values to motivate students of the science stream at the secondary level to ensure that their STEM career interests are well nurtured. The findings from this research provide useful insight into the learners, and lead to the value of autonomy of parents in promoting a curriculum design that suits the needs of students in the future.</p>

Section: Discussionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

The effects of parental autonomy on the creation of STEM career interests

Rami

Aziz

2022

IJERE

Self Cite

“…The analysis conducted showed that science motivation has a significant direct influence in explaining the importance of science motivation towards the formation of STEM-related careers among students. Besides, motivation in learning science directly influences the environmental adaptability of students' learning process in choosing study programs related to STEM careers (Fazilah et al, 2020). The results have also shown that the combination of elements such as self-efficacy, self-determination, intrinsic motivation, grades, and career are needed to measure science motivation more thoroughly to inform students' interest towards STEM-related careers.…”

Section: Discussionmentioning

confidence: 99%

STEM Education in Malaysia towards Developing a Human Capital through Motivating Science Subject

Manaf

Ayub

2020

IJLTER

Self Cite

This paper focuses on the motivational factor in learning science encompassing the elements of self-efficacy, self-determination, intrinsic, grade, and career. These factors identified from previous research have a direct influence on the conception of careers related to Science, Technology, Engineering, and Mathematics (STEM) among students. This study is a quantitative study using two surveys: Motivational Science Questionnaire (MSQ II) and career interest in STEM from the STEM Student Questionnaire (S-STEM). The questionnaire was modified and tailored to the purpose of this investigation. The objective of this research is to determine motivation as the main factor in science to develop students' interest in a STEM career among secondary students in Malaysia. A total of 419 Form Four students were the respondents of this study. The results show that motivation of indirect science learning can influence the development of Form 4 students' interest in STEM careers. The data were analyzed using the Structural Equation Modeling (SEM) method which is in line with the self-determination theory to determine the strong influence of motivation on students' career. The result shows a very high influence of motivation towards science with a significantly high variance of 51% on the development of interest in STEM-related careers among Malaysian students.

“…Bermudez used drone games in his study to teach students about navigation that are used in the aviation field. Students were introduced from the very early stages to the navigation system, and this can encourage students' motivation in space-related professions (Razali et al, 2020).…”

Section: Activities For Developing Ct In Stem Educationmentioning

confidence: 99%

The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

Wahab

Talib

et al. 2021

MJSSH

Self Cite

Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications.