Determining the Effects of Pre-College STEM Contexts on STEM Major Choices in 4-year Postsecondary Institutions Using Multilevel Structural Equation Modeling

Abstract

Many STEM studies have focused on traditional learning contexts, such as math-and science-related learning factors, as pre-college learning predictors for STEM major choices in colleges. Few studies have considered a progressive learning activity embedded within STEM contexts. This study chose computer-based learning activities in K-12 math classrooms as a major pre-college learning predictor for STEM major choices. Using a nationally represented sample drawn from the Educational Longitudinal Study of 2002/06, the purpose of this study was two-fold: (a) to investigate the influence of computer-based learning activities in math classrooms on STEM major choices in 4-year post-secondary institutions and (b) to analyze the extent to which math teacher motivation affects math performance and math self-efficacy across schools, which plays a vital role in students' STEM major selection. The multilevel structural equation modeling revealed several findings. First, computer-based learning activities had a greater positive effect on math self-efficacy that significantly predicted the increase in the proportion of students' STEM major choices, compared to the individual-and lecture-based learning activities. Second, a positive relationship between individual-based learning activities and math performance emerged, which was associated with the high proportion of students' STEM major choices. Third, at the high school level, math teacher motivation positively influenced math performance. These results suggest that integrating STEM contexts into traditional learning activities in math curriculum at the K-12 level would increase students' interests in studying STEM disciplines. Equally important is enhancing math teachers' motivation, given the fact that these teachers design and implement the math curriculum.

The Effect of Science, Technology, Engineering and Mathematics (STEM) Program on Students’ Achievement in Mathematics: A Meta-Analysis

“…In fact, Thomas (2013) stated that more coordinated activities in the STEM could cultivate students' positive attitude in encouraging them to pursue further mathematics. Also, Wong and Wong (2010) claimed meaningful STEM activities do not solely improve the understanding of concepts but increase student interest in these subjects (Kutch, 2011;Lee, 2013).…”

Secondary School Variables in Predicting Technology, Engineering, Mathematics (TEM) Major Choice

“…Previous studies suggest that course selection should be a predictor of interest in STEM. Students who enroll in upper level math and science courses as upper classmen in high school are more likely to have a greater interest in STEM and thus choose a STEM major (Correll, 2001;Engburg & Wolniak, 2013;Lee, 2013;Maltese & Tai, 2010;Mann & Diprete, 2013;Riegle-Crumb, King, Grodsky, & Muller, 2012;Wang, 2012).…”

“…Based on a conceptual understanding of the research questions and a review of the literature, Social Cognitive Career Theory (SCCT) provides a logical theoretical framework in which to create the model (Carrico & Tendhar, 2012;Lee, 2013;Lent et al, 2008;Maltese & Tai, 2010;Moakler & Kim, 2014;Sax et al, 2015;Sheu et al, 2010;Wang, 2012). Developed by Lent, Brown, and Hackett (1994) as an extension of Bandura's Social Cognitive Career theory, SCCT was designed to explain the career and academic choices made by individuals.…”

“…In a review of the literature related to college major choice, SCCT is the dominant theoretical framework utilized by researchers (Carrico & Tendhar, 2012;Lee, 2013;Lent et al, 2008;Maltese & Tai, 2010;Moakler & Kim, 2014;Sax et al, 2015;Sheu et al, 2010;Wang, 2013 of this work SCCT has been shown to be effective in describing gender differences as well as in longitudinal data sets (Lent et al, 2008). Another advantage of SCCT is that it allows the researcher to investigate specific actions of individuals, i.e., the selection of a specific major (Carrico & Tendhar, 2012;Lent et al, 2008).…”

Progress toward Lofty Goals: A Meta-synthesis of the State of Research on K-12 Engineering Education (Fundamental)

“…Lee [90] used structural equation modeling on data from a large national survey of students to determine the influence of an educational strategy (computer-based learning activities in math classrooms) on the choice of a STEM major. The study also looked at the influence of teacher motivation on math self efficacy.…”