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Open Access
Article
Publication date: 17 November 2023

Zamira Hyseni Duraku, Linda Hoxha, Jon Konjufca, Artë Blakaj, Blerinë Bytyqi, Erona Mjekiqi and Shkurtë Bajgora

This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within…

Abstract

Purpose

This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.

Design/methodology/approach

The authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.

Findings

Over 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.

Practical implications

Educational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.

Originality/value

The current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 22 March 2024

Yu-Sheng Su, Wen-Ling Tseng, Hung-Wei Cheng and Chin-Feng Lai

To support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial…

Abstract

Purpose

To support achieving sustainable development goals (SDGs), we integrated science, technology, engineering and math (STEM) and extended reality technologies into an artificial intelligence (AI) learning activity. We developed Feature City to facilitate students' learning of AI concepts. This study aimed to explore students' learning outcomes and behaviors when using Feature City.

Design/methodology/approach

Junior high school students were the subjects who used Feature City in an AI learning activity. The learning activity consisted of 90-min sessions once per week for five weeks. Before the learning activity, the teacher clarified the learning objectives and administered a pretest. The teacher then instructed the students on the features, supervised learning and unsupervised learning units. After the learning activity, the teacher conducted a posttest. We analyzed the students' prior knowledge and learning performance by evaluating their pretest and posttest results and observing their learning behaviors in the AI learning activity.

Findings

(1) Students used Feature City to learn AI concepts to improve their learning outcomes. (2) Female students learned more effectively with Feature City than male students. (3) Male students were more likely than female students to complete the learning tasks in Feature City the first time they used it.

Originality/value

Within SDGs, this study used STEM and extended reality technologies to develop Feature City to engage students in learning about AI. The study examined how much Feature City improved students' learning outcomes and explored the differences in their learning outcomes and behaviors. The results showed that students' use of Feature City helped to improve their learning outcomes. Female students achieved better learning outcomes than their male counterparts. Male students initially exhibited a behavioral pattern of seeking clarification and error analysis when learning AI education, more so than their female counterparts. The findings can help teachers adjust AI education appropriately to match the tutorial content with students' AI learning needs.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Open Access
Article
Publication date: 5 October 2023

Julia E. Calabrese, Nancy Butler Songer, Holly Cordner and Daniel Kalani Aina

The authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students'…

Abstract

Purpose

The authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students' views on meaningfulness, motivation and interest.

Design/methodology/approach

The research approach consisted of mixed methods, including content analyses and descriptive statistics.

Findings

The curricular program successfully included all four of the US National Academies of Sciences' design features for promoting interest and motivation through scientific investigation and engineering design. During interviews, teachers and students expressed evidence of design features associated with interest and motivation. After experiencing the program, more than 60% of all students scored high on all four science and engineering meaningfulness and interest survey items.

Originality/value

A curricular program that extends science learning through the engineered design of solutions is an innovative approach to foster both conceptual knowledge development and interest and motivation in science and engineering.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 20 February 2024

Nitha Siby, Mohammad Ammar, Jolly Bhadra, Elmogiera Fadlallh Elsaye Elawad, Noora Jabor Al-Thani and Zubair Ahmad

Research internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct…

Abstract

Purpose

Research internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies.

Design/methodology/approach

This study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies.

Findings

The results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports.

Originality/value

This tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 29 December 2023

Ibrahim Oluwajoba Adisa, Danielle Herro, Oluwadara Abimbade and Golnaz Arastoopour Irgens

This study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts…

Abstract

Purpose

This study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms.

Design/methodology/approach

This paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning.

Findings

Findings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables.

Originality/value

Data science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data.

Details

Information and Learning Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 7 February 2024

Jennifer M. Blaney, David F. Feldon and Kaylee Litson

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who…

Abstract

Purpose

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college.

Design/methodology/approach

Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs.

Findings

We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences.

Originality/value

This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 7 December 2023

Sean S. Warner

There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM…

Abstract

Purpose

There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.

Design/methodology/approach

This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.

Findings

Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.

Originality/value

The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 14 December 2023

Sharlonne Rollin Smith

The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of…

140

Abstract

Purpose

The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of Education (SOE) and its partners during the recruitment and retention process.

Design/methodology/approach

The author will explore and answer questions: (1) What were the articulated agreements implemented during the recruitment and application process? (2) In what ways did the scholar’s professional growth benefit from the dedicated and shared resources of the SOE’s partners? (3) How did the process of mentoring transform into a collaborative research effort resulting in presentation experiences?

Findings

The balance of triumphs, challenges and success in the program allows room for growth and reflection. Once scholars were admitted and accepted into the program, various supports were implemented to ensure scholars would be given tools needed to become highly effective educators in high-needs schools. In an informal discussion with scholars, they indicated the program taught them the necessary tools and dispositions needed to effectively teach the curriculum in STEM-based classrooms. However, they believed the issues of the program could be solved through constant communication and consideration of scholar input. Scholars also expressed appreciation for experiences encountered for scholar success.

Originality/value

The Noyce Scholars Program has provided opportunities for STEM majors to demonstrate hope and vision regarding the teacher shortage, particularly in STEM areas. The story of a professional development school’s unpredictable journey in addressing the teacher pipeline will hopefully be a source of valuable information for other Professional Development School (PDS) partnerships. Recruitment, clinical preparation and continuous support of partners will continue to be integral factors in shaping future efforts to address the STEM teacher shortage creating a better world, locally and globally.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Article
Publication date: 19 February 2024

Wendy A. Bradley and Caroline Fry

The purpose of the present study is to investigate the extent to which female and male university students from low-income countries express different entrepreneurial intentions…

Abstract

Purpose

The purpose of the present study is to investigate the extent to which female and male university students from low-income countries express different entrepreneurial intentions. Specifically, the study empirically tests whether the anticipated financial returns to entrepreneurship versus salaried employment, or the perceived barriers to entrepreneurship exert a stronger influence on the relationship between gender and entrepreneurial intentions.

Design/methodology/approach

To test the relationship of anticipated rewards versus barriers to entrepreneurship on gender and entrepreneurial intention, the study uses new data from a field survey in Sierra Leone and employs multiple mediation analyses.

Findings

The authors find that the relationship between gender and entrepreneurial intentions operates through the mediator of perceptions of the financial returns to entrepreneurship but not perceived barriers to entrepreneurship.

Research limitations/implications

The authors study intent, not behavior, acknowledging that cognitive intent is a powerful predictor of later behavior. Implications for future research on entrepreneurship in the African context are discussed.

Practical implications

The results from this study can be applied to both pedagogic and business settings in the field of entrepreneurship, with concrete implications for policymakers.

Originality/value

Results suggest that the gender gap in entrepreneurial intentions (EI) for science, technology, engineering and mathematics (STEM)- and business-educated students in Sierra Leone is predominantly influenced by anticipated financial returns to occupational choices, as opposed to perceived barriers to entrepreneurship, a more frequently studied antecedent to EI.

Details

International Journal of Entrepreneurial Behavior & Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 24 November 2023

Ke Ma and Bo Fang

The purpose of this study is to explore the perspectives of Generation Z college students regarding the job selection process, as well as the impact of digital technology on their…

Abstract

Purpose

The purpose of this study is to explore the perspectives of Generation Z college students regarding the job selection process, as well as the impact of digital technology on their career choices and job search endeavors.

Design/methodology/approach

Using the grounded theory methodology, the study used in-depth interviews with 15 participants to investigate the research inquiries.

Findings

The study identified six emerging themes related to the career aspirations of Generation Z students. The authors generated a job selection process model of Generation Z based on participants’ accounts of their recent job search experience. The model portrays the decision-making process performed by Generation Z job seekers while determining their career path.

Research limitations/implications

To enhance comprehension of the job selection process among Generation Z individuals, future studies should incorporate a broader range of participants encompassing diverse cultural, social and economic backgrounds. Scholars have the potential to examine the relationships between Generation Z job seekers’ job selection, job performance and job satisfaction through a quantitative approach.

Practical implications

The six themes pertaining to optimal jobs for Generation Z can assist HR professionals in enhancing their understanding of the emerging pool of young and talented individuals. The utilization of the four-stage job selection process model may serve as a valuable tool for college career service professionals in the enhancement of tailored training programs.

Originality/value

This empirical study examines Generation Z job seekers’ attitudes toward their future profession, their perceptions of ideal occupations and the influence of technology on their search, preparation and selection processes for future careers.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

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