Sources of self-efficacy and outcome expectations in science, technology, engineering, and mathematics domains: A meta-analysis

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

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Parental engagement in children’s STEM education. Part I: Meta-analysis of the literature

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.6.1.292 ◽

2018 ◽

Vol 6 (1) ◽

Cited By ~ 1

Author(s):

Marina Milner-Bolotin ◽

Carlos C. F. Marotto

Keyword(s):

Literature Review ◽

Communication Skills ◽

Stem Education ◽

Meta Analysis ◽

Parental Engagement ◽

Informal Science ◽

Science Technology ◽

Hands On ◽

And Mathematics

This paper presents a meta-analysis of the literature on parental engagement with children’s formal and informal science, technology, engineering and mathematics (STEM) education. Five recurrent themes have emerged from the literature review: The challenges of supporting parents with children’s STEM education; STEM education as a bridge between school and family; STEM education as a gateway for children’s future economic success; STEM education as a vehicle for promoting student communication skills; and, the role of hands-on inquiry-based activities in enhancing student engagement. We also outline some international informal STEM education initiatives, their scope, challenges and impact.

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Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology and Mathematics Teachers’ Computer Self-efficacy

Digital Education Review ◽

10.1344/der.2019.36.51-67 ◽

2019 ◽

pp. 51-67 ◽

Cited By ~ 1

Author(s):

Adeneye Olarewaju Awofala ◽

Oladiran Stephen Olabiyi ◽

Awoyemi Abayomi Awofala ◽

Abayomi A Arigbabu ◽

Alfred O Fatade ◽

...

Keyword(s):

Perceived Control ◽

Self Efficacy ◽

Computer Anxiety ◽

Survey Design ◽

Perceived Usefulness ◽

Service Science ◽

Design Data ◽

Science Technology ◽

And Mathematics ◽

Computer Self Efficacy

The study investigated attitudes towards computer and computer anxiety as determinants of computer self-efficacy among 2100 pre-service science, technology and mathematics (STM) teachers from the University of Lagos of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of independent samples t-test, Pearson product moment correlation coefficient and multiple regression analysis. Finding revealed significant correlations between computer attitudes, computer anxiety and computer self-efficacy. Gender differences in attitude toward computer, computer self-efficacy and computer anxiety among pre-service STM teachers were significant. Affective component, perceived control component, and perceived usefulness component, behavioural intention component, gender, and computer anxiety made statistically significant contributions to the variance in pre-service STM teachers’ computer self-efficacy. The study recommended among others that academic institutions should pay more attention to this computer anxiety and adopt proper ways of reducing the computer anxiety, so that positive e-learning experiences can be created for pre-service STM teachers.

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Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

CBE—Life Sciences Education ◽

10.1187/cbe.14-09-0153 ◽

2015 ◽

Vol 14 (3) ◽

pp. ar32 ◽

Cited By ~ 19

Author(s):

Sue Ellen DeChenne ◽

Natalie Koziol ◽

Mark Needham ◽

Larry Enochs

Keyword(s):

Self Efficacy ◽

Structural Equation ◽

Teaching Assistants ◽

Teaching Experience ◽

Graduate Teaching Assistants ◽

Equation Modeling ◽

Graduate Teaching ◽

Science Technology ◽

And Mathematics ◽

K 12

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.

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Pengembangan Lembar Kerja Peserta Didik (LKPD) Dengan Menggunakan Model Pembelajaran Science, Technology, Engineering and Mathematics (STEM) Untuk Meningkatkan Efikasi Diri Pada Siswa Kelas XI Busana SMK Negeri 6 Padang

Jurnal Ilmiah Pendidikan Scholastic ◽

10.36057/jips.v4i3.416 ◽

2020 ◽

Vol 4 (3) ◽

pp. 15-22

Author(s):

Khurnia Budi Utami

Keyword(s):

Learning Process ◽

Self Efficacy ◽

Final Analysis ◽

Learning Model ◽

Stem Learning ◽

Teaching Materials ◽

Existing Problems ◽

Science Technology ◽

Learning Mathematics ◽

And Mathematics

This research begins with observations in schools that the learning process of mathematics has not fully achieved the learning objectives. Students 'interest in learning mathematics is still lacking and students' self-efficacy is still low. During the learning process, unsuitable teaching materials are used to solve these problems. From the existing problems, we need a new breakthrough that requires teachers to create appropriate teaching materials and be able to increase the self-efficacy of students. One of the breakthroughs referred to is by creating teaching materials in the form of Student Worksheets (LKPD) with the science, technology, engineering, and mathematics (STEM) learning model. This study aims to develop teaching materials in the form of LKPD using the STEM learning model to improve students' self-efficacy.This research is a development research that uses a 4-D development model which consists of 4 stages, namely 1) define, 2) design, 3) development (development) and 4) disseminate (deployment). LKPD developed and validated by several experts. Furthermore, it was tried out to see the practicality and effectiveness of LKPD in class XI Clothing 3 at SMKN 6 Padang. Practicality is seen through the results of the student and teacher response questionnaire analysis. Effectiveness is seen through the results of the final analysis of the student self-efficacy questionnaire.The results of the validation of LKPD by experts found that LKPD with the STEM learning model was categorized as valid. The results of using LKPD by teachers are obtained by practical LKPD, while the use of LKPD by students is obtained by LKPD which are very practical. The effectiveness of LKPD is seen from the results of the final analysis of the student self-efficacy questionnaire, the results of the study show that LKPD with STEM learning models can increase student self-efficacy. Thus, it can be concluded that the LKPD with the STEM learning model developed is valid, practical, and effective.

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STEM-Based Learning Analysis to Improve Students’ Problem Solving Abilities in Science Subject: a Literature Review

Journal of Innovative Science Education ◽

10.15294/jise.v9i2.38505 ◽

2021 ◽

Vol 9 (3) ◽

pp. 79-86

Author(s):

Nurul Heni Astuti ◽

Ani Rusilowati ◽

Bambang Subali

Keyword(s):

Problem Solving ◽

Meta Analysis ◽

Research Articles ◽

Stem Learning ◽

Cognitive Level ◽

Problem Solving Skills ◽

Science Technology ◽

And Mathematics ◽

Learning Analysis ◽

Science Subject

STEM is one of the learning paradigms that integrates science, technology, engineering and mathematics. The combination of several learning methods is implemented to make students achieve certain abilities, like problem solving skills. Problem solving becomes a very important part in learning because it can motivate students and make them having a better cognitive level. The purpose of this study is to describe the effect of STEM learning on physics material applied in schools to the problem-solving abilities of students. The method used in this research is meta-analysis where the researcher analyzed several articles as needed. Articles were limited to the last 5 years of publication, namely 2014 - 2019. Searching for articles used the Scholar, Eric, and Elsevier search engines. From the searching results, it was obtained 21 relevant articles according to the needs of researchers. Then, from 21 articles that were obtained as many as 86% were research articles that used questions or teaching materials as STEM-based learning media and 14% were review articles. The keywords used in the search were STEM, problem solving and physics. Based on the analysis conducted it can be concluded that learning through the STEM approach can improve students' problem solving abilities.

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The Effects of Student’s Attitudes and Self-Efficacy on Science Achievement

Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) ◽

10.15408/jp3i.v9i1.14490 ◽

2020 ◽

Vol 9 (1) ◽

pp. 1-10

Author(s):

Adiyo Roebianto

Keyword(s):

Path Analysis ◽

Self Efficacy ◽

Science Achievement ◽

Direct Role ◽

Science Technology ◽

And Mathematics ◽

Student's Attitudes ◽

Student’S Attitude ◽

Mathematics And Science ◽

Science Subject

AbstractOne of the critical subjects in school that needs to be assessed is a science subject. Without a science subject, students cannot observe and understand a phenomenon on earth. However, results from an international study such as Trends International in Mathematics and Science (TIMSS), students in Indonesia performed poorly compared to students from another country. Furthermore, science is one of the essential education for children as it included in the STEM Education (Science, Technology, Engineering and Mathematics). From some empirical evidence, student’s attitude and self-efficacy (beliefs about their ability and skill) were found to be dominant predictors of student’s achievement, not excluded, science achievement. However, most of the research analyses the data under conventional regression analysis. Instead of under the structural modelling, and so the results can be considered carefully. This research will analyze a science achievement of Indonesian cohort, and the predictors would be self-efficacy, student’s attitudes toward science, school and teaching. Five hundred seventy-six data of students would be examined path analysis to answer the research questions. The results were found that both student’s attitude and self-efficacy had a significant direct role in determining student achievement in science. To be specific, attitude towards science had the most significant impact on science achievement, over self-efficacy. However, interestingly, the pattern of the effect from those predictors was different toward Science achievement. The practical aspects of the results of this study will be discussed in the discussion section.AbstrakSalah satu mata pelajaran penting di sekolah yang perlu dinilai adalah mata pelajaran sains. Tanpa mata pelajaran sains, siswa tidak dapat mengamati dan memahami fenomena di bumi. Namun, hasil dari studi internasional seperti Trends International in Mathematics and Science (TIMSS), prestasi sains siswa di Indonesia lebih rendah dibandingkan dengan siswa dari negara lain. Selanjutnya, sains adalah salah satu Pendidikan yang penting untuk anak-anak karena termasuk dalam Pendidikan STEM (Science, Technology, Engineering and Mathematics). Dari beberapa penelitian, sikap dan efikasi diri siswa (kepercayaan tentang kemampuan dan keterampilan mereka) ditemukan sebagai prediktor yang dominan terhadap prestasi siswa, tidak terkecuali, prestasi sains. Namun, sebagian besar penelitian menganalisis data dengan analisis regresi konvensional. Jika analisis dilakukan dengan model persamaan struktural, maka hasilnya dapat dipertimbangkan dengan hati-hati. Penelitian ini akan menganalisis prestasi sains dari siswa Indonesia, dan prediktornya adalah efikasi diri, sikap siswa terhadap sains, sekolah, dan guru. Lima ratus tujuh puluh enam data siswa akan dianalisis dengan analisis jalur (path analysis) untuk menjawab pertanyaan penelitian. Hasilnya ditemukan bahwa sikap dan efikasi diri siswa memiliki peranan langsung yang signifikan dalam menentukan prestasi siswa dalam mata pelajaran sains. Secara lebih spesifik, sikap terhadap sains memiliki dampak paling signifikan terhadap pencapaian prestasi sains, pengaruh ini lebih besar dibandingkan pengaruh dari efikasi diri. Namun, yang menarik adalah pola pengaruh dari tiap prediktor tersebut berbeda – beda dampaknya terhadap prestasi sains. Aspek praktis dari hasil penelitian ini akan dibahas pada bagian diskusi.

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STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations

International Journal of STEM Education ◽

10.1186/s40594-021-00295-y ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Tian Luo ◽

Winnie Wing Mui So ◽

Zhi Hong Wan ◽

Wai Chin Li

Keyword(s):

Stem Education ◽

Self Efficacy ◽

Structural Equation ◽

Outcome Expectations ◽

Sixth Grade ◽

Stem Careers ◽

Career Interest ◽

Stem Career ◽

And Mathematics ◽

Stem Career Interest

Abstract Background Nurturing students’ interest in science, technology, engineering, and mathematics (STEM) careers is a major goal of STEM education. Although the relationship between students’ stereotypical beliefs regarding STEM careers and their career interest can be reasonably hypothesized, research investigating the extent to which and how students’ STEM career interest is directly or indirectly influenced by their stereotypical beliefs is lacking. This study investigated how upper primary students’ stereotypical beliefs regarding STEM careers predicted their STEM self-efficacy and STEM career-related outcome expectations and how these constructs predicted their STEM career interest. Structural equation modelling was used to analyse quantitative survey data of 824 fourth- to sixth-grade students and test the hypothesized models. Results Students’ stereotypical beliefs regarding STEM careers negatively predicted their self-efficacy in STEM activities and career-related outcome expectations. Additionally, the students’ self-efficacy in STEM activities and career-related outcome expectations in turn predicted their STEM career interest. Conclusions These results explain the potential indirect effect of STEM stereotypes on students’ career interest through self-efficacy and outcome expectations. The findings highlight the significant role of STEM stereotypes, self-efficacy in STEM activities, and career-related outcome expectations in students’ career development. The implications of this study for STEM education are also discussed.

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