Technology-based activities at home and STEM school achievement: the moderating effects of student gender and parental education

Burušić, Josip; Šimunović, Mara; Šakić, Marija

doi:10.1080/02635143.2019.1646717

Cited by 17 publications

(14 citation statements)

References 64 publications

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“…Data analysis shows that the education level of the parents is positively associated with the student's results. This is consistent with findings from numerous previous studies (Burušić et al, 2019;Kryst et al, 2015;Davis-Kean, 2005). In terms of parents' occupation, students have the propensity to achieve higher results if their parents worked in administrative or managerial positions.…”

Section: Parent's Occupation and Stem Academic Performancesupporting

confidence: 92%

“…In general, family characteristics, especially SES, have strong associations with math and science performance, interest in majoring in STEM, and completion of a STEM degree (Xie et al, 2015). The STEM achievement gap among students with various SES has been empirically documented in almost every nation (Burušić et al, 2019). Throughout schooling, participation and achievement in STEM subjects are consistently different between those from low and high socioeconomic backgrounds (Miller and Kimmel, 2012;Schneider et al, 1997).…”

Section: Socioeconomic Status (Ses) and Stem Academic Performancementioning

confidence: 99%

“…Besides, parental education has been established as having a direct, positive, and long term impact on a student's educational accomplishment (Burušić et al, 2019). Kryst, Kotok, and Bodovski (2015) explored the data of five European countries from 1995 to 2011 and found a significant relationship between parental education and science achievement across all nations studied (Kryst et al, 2015).…”

Section: Socioeconomic Status (Ses) and Stem Academic Performancementioning

confidence: 99%

“…As education is not only about programs and teachers but also learners, boosting students' motivation to study STEM subjects and disciplines is critical in ensuring quality and inclusive education. To do this, it is argued that researchers need to take into account a diverse set of factors that can help clarify the attainment and motivation of students in the STEM education domain (Burušić et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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STEM Education and Outcomes in Vietnam: Views From the Social Gap and Gender Issues

Vuong

Hang

Tran³

et al. 2020

SSRN Journal

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United Nations' Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens' lives. However, the extant scientific literature about STEM education still lacks focus on developing countries, even more so in the rural area. Using a dataset of 4967 observations of junior high school students from a rural area in a transition economy, the article employs the Bayesian approach to identify the interaction between gender, socioeconomic status, and students' STEM academic achievements. The results report gender has little association with STEM academic achievements; however, female students (αa_Sex[2] = 2.83) appear to have achieved better results than their male counterparts (αa_Sex[1] = 2.68). Families with better economic status, parents with a high level of education (βb(EduMot) = 0.07), or non-manual jobs (αa_SexPJ[4] = 3.25) are found to be correlated with better study results. On the contrary, students with zero (βb(OnlyChi) =-0.14) or more than two siblings (βb(NumberofChi) =-0.01) are correlated with lower study results compared to those with only one sibling. These results imply the importance of providing women with opportunities for better education. Policymakers should also consider maintaining family size so the parents can provide their resources to each child equally.

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Section: Parent's Occupation and Stem Academic Performancesupporting

confidence: 92%

Section: Socioeconomic Status (Ses) and Stem Academic Performancementioning

confidence: 99%

Section: Socioeconomic Status (Ses) and Stem Academic Performancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

STEM Education and Outcomes in Vietnam: Views From the Social Gap and Gender Issues

Vuong

Hang

Tran³

et al. 2020

SSRN Journal

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“…Not dramatically, but gradually this stereotype has been changing. The increasing urbanization and well-educated parents may play a big role in terms of this change (Burušić et al, 2019;Gupta, 2017). By early intervention, Saujani (2017) succeeded in teaching middle school female students to write computer programs.…”

Section: Factors Influencing Students' Science Performance In School Contextmentioning

confidence: 99%

Impact of Instruction on Science Performance: Learning Initiative as a Mediator and Gender as a Limited Moderator

Tao

Chen

2021

JBSE

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This research explores whether classroom life (CL), textbooks (TE), and learning initiative (LI) are mediators between instruction (P) and science performance, as well as whether these mechanisms are moderated by gender. 484 eighth grade students completed the questionnaire with four subscales of P, LI, TE, and CL. For the needs of triangulation and complementarity, three focus group interviews were conducted later. Based on mediation analysis and multi-group structural equation modeling, it was found that 1) the direct effects of P on LI, P on CL, P on TE, and LI on science performance are significant, while the other direct effects are insignificant; 2) comparing to the male group, the direct effect of P on LI in the female group is larger; 3) characteristics hindering students’ science learning include: the pace of a lesson is too fast, pictures and experiments are less in the textbook, and top students and low proficiency students are uncooperative. Findings expose that instruction significantly influence students’ science performance, and this impact is completely mediated by students’ learning initiatives. The relation between instruction and learning initiative is stronger in the female group. Textbooks can be useless in the context that instruction does not match students' learning ability. Keywords: eighth-grade students, gender difference, mediation analysis, science performance

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A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

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There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.

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Technology-based activities at home and STEM school achievement: the moderating effects of student gender and parental education

Cited by 17 publications

References 64 publications

STEM Education and Outcomes in Vietnam: Views From the Social Gap and Gender Issues

STEM Education and Outcomes in Vietnam: Views From the Social Gap and Gender Issues

Impact of Instruction on Science Performance: Learning Initiative as a Mediator and Gender as a Limited Moderator

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

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