scholarly journals EXPLORING CHANGES IN PRIMARY STUDENTS’ ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS

2019 ◽  
Vol 18 (3) ◽  
pp. 466-480 ◽  
Author(s):  
Shao-Na Zhou ◽  
Hui Zeng ◽  
Shao-Rui Xu ◽  
Lu-Chang Chen ◽  
Hua Xiao
Keyword(s):  
Student Attitudes ◽  
Primary Students ◽  
School Students ◽  
Grade Levels ◽  
Integrated Stem ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
Post Test ◽  
Students Attitudes ◽  
And Mathematics

Primary education is an essential stage and has an important impact on students’ learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of primary students’ attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level. Keywords: gender differences, grade levels, project-based integrated STEM program, school students, STEM education.

scholarly journals Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors

2021 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Cennet GÖLOĞLU DEMİR ◽  
Nagihan TANIK ÖNAL ◽  
Nezih ÖNAL
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Stem Education ◽  
Science Achievement ◽  
Career Planning ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
And Mathematics

The purpose of the current study is to investigate middle school students’ attitudes towards Science, Technology, Engineering and Mathematics (STEM) education and to determine the predictors of these attitudes. The study was designed according to the relational survey model, one of the quantitative research designs. The sample of the study is comprised of 408 middle school sixth, seventh and eighth grade students. The data of the current study were collected by using a STEM-oriented attitude scale. In order to analyse the collected data, independent samples t-test, one-way variance analysis and stepwise multiple regression analysis were used. As a result of these analyses, it was determined that the students’ attitudes towards STEM vary significantly depending on the students’ gender, grade level, participation in in-school and out-of-school social activities, science and mathematics achievement. The most effective three predictors of STEM were found to be science achievement, being a 6th grader and being female. The state of being female was found to be negatively correlated with the prediction of the attitudes towards STEM. As a conclusion of the study, suggestions were made to eliminate gender-based differences in the attitudes towards STEM, to increase STEM activities in upper grades and for career planning.

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

scholarly journals STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) APPROACHES USING THEMATIC LEARNING MEDIA TO DEVELOP CRITICAL THINKING

2021 ◽  
Vol 13 (1) ◽  
pp. 20
Author(s):  
Azka Falaih Rizqiyana
Keyword(s):  
Critical Thinking ◽  
Elementary School Students ◽  
Test Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Post Test ◽  
And Mathematics ◽  
Thematic Learning

Current learning emphasizes the integration of science and technology to face the challenges of the 21st century. Elementary school students experience difficulties in developing critical thinking skills due to the limitations of thematic learning media and appropriate learning approaches. Teachers must support the learning process following the changing times, namely integrating Science, Technology, Engineering, and Mathematics (STEM) into fun learning. The purpose of this study was to determine the effectiveness of the approach stem using thematic learning media in developing the critical thinking skills of elementary school students. This research is a quantitative research using a quasi-experimental method with one-group-pre-test-post-test, which is to see the difference between the pre-test and post-test with 1 class without a control class. Furthermore, the data obtained in this study were in the form of students 'answers to data collection instruments that measured students' critical thinking skills before and after treatment with the approach STEM using thematic learning media. Based on the results of data analysis and discussion, it is concluded that the criteria for improving students' critical thinking skills are in the moderate category, there is a difference in the mean critical thinking skills between the pre-test group, namely before and the post-test group, namely after learning with the approach STEM using thematic learning media and the post-test group, that is, after learning with the approach STEM using thematic learning media has average critical thinking skills better than the pre-test group, namely before learning with the approach STEM using thematic learning media.Keywords: STEM, Learning Media, Thematic, Critical Thinking

scholarly journals The Effect of Elementary School Soccer Instruction Using Virtual Reality Technologies on Students’ Attitudes toward Physical Education and Flow in Class

2021 ◽  
Vol 13 (6) ◽  
pp. 3240
Author(s):  
Hyun Suk Lee ◽  
Junga Lee
Keyword(s):  
Virtual Reality ◽  
Elementary School ◽  
Physical Education ◽  
School Students ◽  
Virtual Reality Technology ◽  
Grade Levels ◽  
Attitudes Toward Physical Education ◽  
Sports Programs ◽  
Students Attitudes ◽  
Traditional Class

We analyzed the effects of an elementary school soccer class using virtual reality technology on students’ attitudes toward physical education class and the influence on class flow. The data from 113 elementary school students from Seoul and Gyeonggi-do were analyzed. Students were divided into groups that received either virtual reality or traditional classes (e.g., playing on a playground). Data were analyzed with three-way analyses of variance. Results revealed that students who participated in the virtual reality classes had more confidence, concentration, and experienced more flow (specifically, attention to PE class, integration of ability, challenge, and sense of control) than students who participated in the traditional class. This suggests that virtual reality technology positively affected students’ attitudes and flow. In subsequent research, it is necessary to develop and disseminate a variety of virtual reality sports programs and to conduct studies with students from various grade levels.

scholarly journals The Use of the Interactive Whiteboard in Mathematics and Mathematics Lessons from the Perspective of Turkish Middle School Students

2017 ◽  
Vol 6 (3) ◽  
pp. 195
Author(s):  
Nezih Onal ◽  
Cennet Gologlu Demir
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Middle School Students ◽  
Positive Attitude ◽  
Attitude Scale ◽  
Interactive Whiteboard ◽  
School Students ◽  
Students Attitudes ◽  
And Mathematics ◽  
Education In Turkey

It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the “Attitude Scale towards Mathematics”, the “Interactive Whiteboard Attitude Scale” and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students’ attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.

Enhancing Rural Students1 Attitudes Toward Peers with Disabilities: A Comparison of Interventions

1994 ◽  
Vol 13 (2) ◽  
pp. 34-40 ◽  
Author(s):  
Clifford Baker ◽  
Harvey Rude ◽  
Gary Sasso ◽  
Mel Weishahn
Keyword(s):  
Student Attitudes ◽  
Sixth Graders ◽  
Second Grade ◽  
Future Research ◽  
Rural School Districts ◽  
Grade Levels ◽  
The Disabled ◽  
Post Test ◽  
Acceptance Scale ◽  
The Impact

This study investigated the impact of two widely used commercial programs designed to increase peer understanding and acceptance of elementary school-aged handicapped students. Second, fourth, and sixth graders from six rural school districts were used in the study. The Better Understanding of Disabled Youth (BUDY) program and the Lets Meet the New Kids on the Block (KOB) program were two treatments employed to determine whether positive gains in attitudes toward the disabled could be systematically attained. Furthermore, the two programs were compared to see if one was more effective in this regard. By employing an adaptation of the Acceptance Scale (Voeltz, 1981) as both a pre-test and post-test measure, changes in student attitudes were documented on a variety of survey items. While a variety of variables were tracked, the most meaningful differences occurred between students in different grade levels. It appeared that second grade children increased their acceptance toward their peers with disabilities more positively as a result of undergoing the KOB interventions, while the older intermediate level children increased their acceptance more positively as a result of completing the BUDY interventions. Implications of findings and recommendations for future research are discussed.

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