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Journal articles on the topic 'STEM students'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Karahan, Engin, and Ayçin Ünal. "Gifted Students Designing Eco-Friendly STEM Projects." Journal of Qualitative Research in Education 7, no. 4 (October 25, 2019): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.4s.11m.

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2

Khalid, Ahmad Khudzairi, Nurul Balqis Nor’rah, Norbaiti Tukiman, and CT Munnirah Niesha Mohd Shafee. "THE ROLE OFISTEM VOLUNTEERISM TOWARDS iV-STEM MODULE THROUGH PRACTICAL SKILLS IN THE STEM SKILL INFORMATION ONLINE." International Journal of Education, Psychology and Counseling 6, no. 40 (June 25, 2021): 168–79. http://dx.doi.org/10.35631/ijepc.640014.

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In the context of the Covid-19 pandemic that is sweeping the world today, volunteering continues to be an important agenda in the country's development mission. The participation of the community, especially the younger generation in volunteer activities is very important in creating an empathetic community. Therefore, to produce a national group that has a clear and far-sighted goal, it is very appropriate if the youths can continue to engage in volunteer activities. Nowadays, volunteering in the field of STEM education is very rare we hear, especially its implementation among university students. Not only that, according to the Ministry of Education Malaysia, the number of students taking Science, Technology, Engineering and Mathematics (STEM) subjects is decreasing every year. Lack of interest and exposure about the enjoyment of learning STEM subjects is a major factor in the lack of student's number in the STEM stream. Thus, this study aims to propose create a team of STEM Volunteers known as iV-STEM@Volunteers STEM, produce an online STEM module that is the iV-STEM capsule module and apply it to among of primary school students. Descriptive statistical methods were used to evaluate the program through organized feedback. A closer approach is implemented through the online STEM program and several competitions to test the level of STEM mastery of students are organized. Each online STEM program organized makes full use of the iV-STEM capsule module developed using STEM elements. Analysis from the study shows that the efforts of the group iV-STEM@Volunteers STEM have a positive impact in efforts to strengthen STEM education until the enrollment of STEM field enrollment reaches 60% by i2023.

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3

Lutsenko, Galyna Vasylivna, Oksana Mykolaivna Podolian, and Lyudmyla Mikhailivna Ozhyndovych. "Project-based STEM-courses for engineering students." Engineering and Educational Technologies 8, no. 2 (June 30, 2020): 53–68. http://dx.doi.org/10.30929/2307-9770.2020.08.02.05.

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One of the world-recognized practices of modern higher education is the application of problem-based and project-based approaches to teaching STEM-disciplines. In case of integration of problem-based and project-based learning, the educational process is organized around the problem to be solved by students and stimulates them to find optimal strategies for solving, and project activities are chosen as a way of organizing work. The article describes the ongoing experience of implementation of project-based STEM-courses "Hydro- and Gas Dynamics" and "Applied Mechanics and Fundamentals of Design", which is part of training of engineering students of 151 Automation and Computer-integrated technologies speciality at the Bohdan Khmelnytskyy National University of Cherkasy during 2017-2019 academic years. The impact of problem-based and project-based approaches to teaching STEM-disciplines on the formation of professional and general competencies of future engineers had been analyzed. The dynamics of changes of personal and interpersonal skills of junior students during the teamwork on mono- and multidisciplinary projects had been studied. The case study method was chosen as the general research method, which corresponds to the number of research participants and the active role of researchers in the educational process. The results of surveys developed using the 5-point Likert scale, demonstrates that students mostly positively evaluate the projects and teamwork. The possibility of self-grouping, which made possible to form teams based on common interests and promote freer and more natural communication within the team, was the important factor of positive perception of project work. The disadvantages of the implemented approaches include the difficulties that manifested itself at the stage of students' planning of the project process. One of the reasons for this is the lack of previous experience in the realization of students' team projects. The introduction of multidisciplinary projects made it possible to optimize the workload of students working simultaneously on a project in two disciplines and increase the motivation to study the disciplines of the STEM cycle.

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4

Wang, Xueli. "Why Students Choose STEM Majors." American Educational Research Journal 50, no. 5 (October 2013): 1081–121. http://dx.doi.org/10.3102/0002831213488622.

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5

Kaspersen, Eivind, Birgit Pepin, and Svein Arne Sikko. "Measuring STEM students’ mathematical identities." Educational Studies in Mathematics 95, no. 2 (December 14, 2016): 163–79. http://dx.doi.org/10.1007/s10649-016-9742-3.

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6

Popa, Roxana-Alexandra, and Liliana Ciascai. "Students’ Attitude towards STEM Education." Acta Didactica Napocensia 10, no. 4 (December 30, 2017): 55–62. http://dx.doi.org/10.24193/adn.10.4.6.

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7

Reffiane, F., Sudarmin, Wiyanto, and S. Saptono. "Students’ behaviour towards etno-STEM: instruments for students of etno-STEM based science education." Journal of Physics: Conference Series 1567 (June 2020): 042021. http://dx.doi.org/10.1088/1742-6596/1567/4/042021.

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8

Grimm, Tracy B., and Sharra Vostral. "Archive as Laboratory: Engaging STEM Students & STEM Collections." Engineering Studies 11, no. 2 (May 4, 2019): 135–52. http://dx.doi.org/10.1080/19378629.2019.1651731.

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9

Tofel-Grehl, Colby, and Carolyn M. Callahan. "STEM High Schools Teachers’ Belief Regarding STEM Student Giftedness." Gifted Child Quarterly 61, no. 1 (October 8, 2016): 40–51. http://dx.doi.org/10.1177/0016986216673712.

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Teachers’ beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers’ beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers’ beliefs about student giftedness possibly affect instructional decisions. In this article, within the context of specialized STEM schools, the beliefs of teachers as related to their students’ giftedness and ability are explored. Findings indicated that teachers believe their students to be gifted regardless of designation. Teachers articulated beliefs around the type of learning opportunities gifted students need as well as the amount of work required to stimulate these students. Specifically, teachers stated that gifted students flourish under heavy workloads with intense amounts of independent and inquiry-based learning. Students were also queried to determine their own perceptions of these instructional practices on their learning and daily lives.

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10

Nugraha, Ikmanda, Tatang Suratno, Asep Kadarohman, Ari Widodo, and I. Gusti Darmawan. "The Relation between Gender, Reasons to Participate in STEM-Related Subjects, Programs and The University Supports On First-Year University Student’s Satisfaction: A Structural Equation Model." Journal of Science Learning 3, no. 2 (March 11, 2020): 117–23. http://dx.doi.org/10.17509/jsl.v3i2.21593.

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First-year student's satisfaction has considered an important factor in the quality education offered by the university program. The objective of this study is to investigate the relationship among gender, a reason to participate in STEM-related subjects, program, and the university support on first-year student's satisfaction of STEM learning. The methods used in this study surveyed student's satisfaction using adapted interest and recruitment in the science questionnaire (IRIS Q) instrument. The questionnaire comprised question items covering school science experiences, sources of inspiration for the choice of education, expectations for future job, first-year experiences as a STEM student, and attitudes to gender equity in STEM. A total of 448 students, first-year students from STEM-related programs, have participated voluntarily in this study. The structural equating model assisted by computer program IBM SPSS Amos 20 was employed to analyze the hypothesized model. The results from the model showed that reason and university support have a positive direct effect on first-year students' satisfaction with STEM learning. From this study, it is suggested for the university to improve first-year student's satisfaction by helping STEM students to develop appropriate expectations of the program, facilitating teaching quality to meet STEM students' learning, and assisting students in developing positive attitudes toward their future carriers.

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11

지민정. "ESL Students' Attitudes toward Tasks in Second Life." STEM Journal 11, no. 2 (September 2010): 183–205. http://dx.doi.org/10.16875/stem.2010.11.2.183.

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12

Ahmad, Nursyahirah, and Denis Lajium. "LEARNING ENVIRONMENT AND INTEREST IN STEM CAREER." International Journal of Modern Education 2, no. 6 (September 15, 2020): 28–49. http://dx.doi.org/10.35631/ijmoe.26004.

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The participation of high school students who have never achieved a 60:40 science-literature ratio until now. Malaysia just like any other country has taken steps to move in line with technological advances and computational thinking, so there are various programs based on STEM that have been made. However, like most educational programs that aim in students’ interest, the effectiveness of such programs still not clear in this STEM movement that it is more 'out of the classroom'. Although the learning environment is one of the indicators of the quality of education, the learning environment in the STEM field is less emphasized in the studies on STEM education especially in Malaysia. With this, a learning environment was developed that is STEM Based CLES and CIQ. This learning environment instrument is needed to help researchers assess the extent to which a particular classroom environment aligns with constructivism and STEM epistemologies, helping teachers to reflect on their epistemological barriers and refine student learning sessions. Accordingly, the STEM Based CLES and CIQ survey was used to identify the relationship between students’ perceptions of the learning environment and students' interest in STEM careers. The result shows that the students’ perceptions of the learning environment (sig=0.384) and student interest in a STEM career (sig=0.764) are not significantly different by gender, while the students’ perceptions of the learning environment (sig=0.193) and student interest in a STEM career (sig=0.000) are significantly different by school’s location. The correlational analysis shows the scales of the CLES learning environment have significantly weak relations towards student interest in a STEM career (r=0.316), while, the scales of STEM learning environment has a moderate significant relation towards the student interest in a STEM career (r=0.628). However, this study’s result shows that there is no correlation between the learning environment and students’ academic performances (r=-0.130).

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13

Georgieva, Veselina. "STEM APPROACH IN TEACHING MATHEMATICS TO SECOND GRADE STUDENTS." Education and Technologies Journal 10, no. 2 (August 1, 2019): 338–43. http://dx.doi.org/10.26883/2010.192.1856.

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14

Šimunović, Mara, Toni Babarović, and Iva Šverko. "Parents' Occupations and STEM Vocational Interests of High School Students." Drustvena istrazivanja 29, no. 2 (2020): 309–28. http://dx.doi.org/10.5559/di.29.2.07.

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15

Matsuura, Takuya, and Daiki Nakamura. "Trends in STEM/STEAM Education and Students’ Perceptions in Japan." Asia-Pacific Science Education 7, no. 1 (May 31, 2021): 7–33. http://dx.doi.org/10.1163/23641177-bja10022.

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Abstract This study aimed to examine the trends in grants for STEM/STEAM education in Japan as well as Japanese students’ perception of science learning and future careers. The grants were addressed through analysis of chronological trends, while student perceptions were reviewed through student questionnaires on Trends in International Mathematics and Science Study (TIMSS) 2011, 2015, and 2019. The results reflect ideas on not only STEM education, which is often treated in the context of workforce development and science/mathematics education in Japan, but also ideas on the rapid expansion of and changes to STEAM education around 2015, which seems to be intended the integration of multiple subjects. In contrast, the results showed that students’ perceptions of science and engineering careers are improving, but there are still challenges. Since subject-integrated learning has already been conducted in Japan, we consider the further discussion required regarding specific objective of STEAM versus STEM education.

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16

Han, Hyesook. "The Effects of Mathematics-Centered STEAM Program on Middle School Students' Interest in STEM Career and Integrated Problem Solving Ability." Communications of Mathematical Education 31, no. 1 (February 15, 2017): 125–47. http://dx.doi.org/10.7468/jksmee.2017.31.1.125.

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17

Stoyanova, Greta. "MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY." Education and Technologies Journal 11, no. 1 (August 1, 2020): 209–15. http://dx.doi.org/10.26883/2010.201.2278.

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The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

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18

Mayes, Robert, Kent Rittschof, Bryon Gallant, and Charlie Martin. "Real STEM: An Interdisciplinary STEM Program." Journal of Research in STEM Education 3, no. 1/2 (July 1, 2017): 1–16. http://dx.doi.org/10.51355/jstem.2017.26.

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The integration of STEM programs within the educational framework through the establishment of STEM-designated schools and academic/career pathways is a national trend in the United States. The goal of implementing STEM in grade 6 to 12 schools is to prepare students for the demands of the 21st century, while addressing future workforce needs. Often, however, the STEM disciplines are taught within silos independent of each other. Students miss the opportunity to participate in the interrelationship between the STEM disciplines, resulting in missed opportunities to build critical reasoning skills. The Real STEM project focused on the development of interdisciplinary STEM experiences for students. The project was characterized by sustained professional development which was job-embedded and competency-based, and focused on the development of five STEM reasoning abilities within real-world contexts. To accomplish this we promoted inclusion of tasks that drew on multiple STEM disciplines, embraced the use of authentic teaching strategies, and supported development of collaboration through interdisciplinary STEM professional learning communities within the school and STEM experts from the community. The four tenets of the Real STEM project are presented, research on impact on teacher practice is provided, and school and teacher takeaways are discussed.

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19

Rice, Kenneth G., Frederick G. Lopez, and Clarissa M. E. Richardson. "Perfectionism and performance among STEM students." Journal of Vocational Behavior 82, no. 2 (April 2013): 124–34. http://dx.doi.org/10.1016/j.jvb.2012.12.002.

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20

Taber-Doughty, Teresa. "STEM for Students With Severe Disabilities." School Science and Mathematics 115, no. 4 (April 2015): 153–54. http://dx.doi.org/10.1111/ssm.12122.

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21

Jin, Seunghee. "The Effects of Digital Virtual Reality Game-Based Language Learning on English Language Learners’ Development of Vocabulary and Cultural Knowledge and Affective Attitudes." STEM Journal 22, no. 3 (August 31, 2021): 78–94. http://dx.doi.org/10.16875/stem.2021.22.3.78.

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The current study investigated the effects of using a 3D virtual reality (VR) game on university EFL students’ development of vocabulary and cultural knowledge. In addition, it explored how this new approach affected the students’ affective attitudes such as interest, confidence, and learning motivation. Furthermore, it examined the students’ perception and attitude toward VR game-based language learning. Over one semester, an experimental group of 25 students participated in the VR game-based language learning, while a control group of 24 students followed the regular curriculum of the university EFL course. To collect data, 1) pre- and post-tests for both vocabulary and cultural knowledge, 2) a pre- and post-questionnaire for affective attitudes, 3) an online survey for students’ perceptions and attitudes, and 4) a qualitative interview were administered. The results revealed that the VR game-based language learning group outperformed the traditional learning group in both vocabulary and cultural knowledge gains. In addition, VR game instruction was effective in increasing students’ interest, confidence, and learning motivation. Furthermore, the students reported overall positive perceptions and attitudes toward this new kind of instruction. This study suggested that VR game-based language learning is a new, effective way to promote students’ vocabulary and cultural knowledge.

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22

Van Wyk, Koot. "Critical Evaluation of a Smartphone Movie Project for University Students." STEM Journal 16, no. 1 (February 2015): 191–216. http://dx.doi.org/10.16875/stem.2015.16.1.191.

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23

Eric D. Reynolds. "Can Wikis Aid University EFL Students in Building Vocabulary Intuition?" STEM Journal 11, no. 1 (February 2010): 173–200. http://dx.doi.org/10.16875/stem.2010.11.1.173.

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24

Were, Kevin T. "Student Speech: Email, Chat, and Spoken Language of Korean University Students." STEM Journal 18, no. 2 (May 2017): 157–78. http://dx.doi.org/10.16875/stem.2017.18.2.157.

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Christian Youngwan Shin. "Students' Perception of In-class Activities: Picture Stories, Movies, and Storytelling." STEM Journal 9, no. 1 (February 2008): 3–29. http://dx.doi.org/10.16875/stem.2008.9.1.3.

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박영. "How Korean college students fare in British English and American English." STEM Journal 9, no. 2 (September 2008): 151–71. http://dx.doi.org/10.16875/stem.2008.9.2.151.

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27

Bicer, Ali, Yujin Lee, and Celal Perihan. "Inclusive STEM High School Factors Influencing Ethnic Minority Students’ STEM Preparation." Journal of Ethnic and Cultural Studies 7, no. 2 (July 11, 2020): 147. http://dx.doi.org/10.29333/ejecs/384.

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The purpose of this study was to better understand school factors influencing ethnic minority students’ science, technology, engineering, and mathematics (STEM) preparation in Inclusive STEM High Schools (ISHSs). The researchers conducted a phenomenological study that used semi-structured interviews with participants (N=13) who graduated from ISHSs in Texas. Participants’ STEM high school experiences were classified into nine categories: a) innovative STEM and non-STEM instruction, b) rigorous STEM curriculum, c) integration of technology and engineering in classrooms, d) quality of teachers, e) real-world STEM partnership, f) informal STEM opportunities, g) academic and social support for struggling students, h) emphasis on STEM courses, majors, and careers, and i) preparation for a college workload. These characteristics can be helpful for schools to establish a STEM-focused school environment and have the potential to cultivate positive experiences for ethnic minority students to increase their interest and capabilities in STEM fields.

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28

Kodtharin, Narongsak, Phuvasa Chanonmuang, and Udom Tipparach. "A STEM Education project for training graduate students for STEM workforce." Journal of Physics: Conference Series 1340 (October 2019): 012012. http://dx.doi.org/10.1088/1742-6596/1340/1/012012.

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29

Prescod, Diandra J., Andrew P. Daire, Cynthia Young, Melissa Dagley, and Michael Georgiopoulos. "Exploring Negative Career Thoughts Between STEM-Declared and STEM-Interested Students." Journal of Employment Counseling 55, no. 4 (December 2018): 166–75. http://dx.doi.org/10.1002/joec.12096.

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30

Hwang, Jiwon, and Jonte Taylor. "Stemming on STEM: A STEM Education Framework for Students with Disabilities." Journal of Science Education for Students with Disabilities 19, no. 1 (August 10, 2016): 39–49. http://dx.doi.org/10.14448/jsesd.06.00017.

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31

Hwang, Jiwon, and Jonte Taylor. "Stemming on STEM: A STEM Education Framework for Students with Disabilities." Journal of Science Education for Students with Disabilities 19, no. 1 (December 15, 2016): 39–49. http://dx.doi.org/10.14448/jsesd.09.0003.

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32

Concannon, James P., Marcelle A. Siegel, Kristy Halverson, and Sharyn Freyermuth. "College Students’ Conceptions of Stem Cells, Stem Cell Research, and Cloning." Journal of Science Education and Technology 19, no. 2 (September 23, 2009): 177–86. http://dx.doi.org/10.1007/s10956-009-9190-2.

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33

Kim, Hyun-Jin, and Ji-Young Seo. "Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction." STEM Journal 22, no. 3 (August 31, 2021): 1–14. http://dx.doi.org/10.16875/stem.2021.22.3.1.

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This study is to investigate the effects of general English class instructional pedagogy through movies on college students’ cognitive and affective satisfaction. For the purposes of the study, conventional pedagogy(language-driven) and film pedagogy(content-driven) were employed with 146 college students enrolled in the Movie English Liberal Arts class at K university in Seoul. To find out the pure causal effects of conventional and film pedagogy on students’ cognitive and affective satisfaction, other confounding co-variants were included in the research model and statistically controlled. The AMOS software was applied to analyze structural relationships based on participants’ questionnaire data. The main research findings are as follows: first, conventional pedagogy and film pedagogy had statistically significant effects on students’ cognitive satisfaction; second, conventional pedagogy and film pedagogy had statistically significant effects on students’ affective satisfaction; third, in both cognitive and affective satisfaction, film pedagogy had larger standardized path coefficients than conventional pedagogy. These results suggest that, first, in terms of its role as an instructional method, Movie English helped students improve not only English knowledge but also confidence. Second, to teach English through movies, film pedagogy integrated with conventional pedagogy is necessary. Finally, pedagogical implications and future studies are discussed.

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34

Kumar, Vikas, and Deepika Sharma. "Cloud Computing as a Catalyst in STEM Education." International Journal of Information and Communication Technology Education 13, no. 2 (April 2017): 38–51. http://dx.doi.org/10.4018/ijicte.2017040104.

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The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time and place. This methodology creates and deepens interest in students towards learning with creativity and innovation. STEM students can work on authentic and real solutions within a technology-mediated learning environment, while inculcating higher order thinking skills. Technology-mediated environments support new ideas, real time collaboration and promotes peer learning. However, affordance as an adoption factor of technology in academics can be addressed by cloud computing technology. STEM education on cloud computing technology will gain access to its content rich features based on flexibility, accessibility, scalability, affordability, and reliability and enhanced agility. The cloud computing based STEM education infrastructure will inculcate development and experimentation skills in students. The present work (a) reviews scholarly work in cloud computing technology for simulations and prototypes for different STEM subjects, (b) outlines the benefits of using cloud computing technology for students pursuing STEM careers, and (c) presents the case studies of the successful implementation of cloud computing in STEM disciplines.

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임미진 and 김혜정. "A study of university students’ English learning style: Based on Modern Family." STEM Journal 14, no. 1 (February 2013): 159–80. http://dx.doi.org/10.16875/stem.2013.14.1.159.

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서지영 and Jawon Lee. "College students' attitude towards Content-based Language Instruction: Based on Desperate Housewives." STEM Journal 14, no. 1 (February 2013): 99–118. http://dx.doi.org/10.16875/stem.2013.14.1.99.

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문채영. "A Study of EFL College Students’ Acceptance of Mobile-Based Listening Assessment." STEM Journal 19, no. 3 (August 2018): 109–26. http://dx.doi.org/10.16875/stem.2018.19.3.109.

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38

Lucietto, Anne M., and Liza Russell. "Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students." Journal of Global Education and Research 4, no. 2 (December 2020): 113–24. http://dx.doi.org/10.5038/2577-509x.4.2.1051.

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The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.

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39

Gottfried, Michael A., and Darryl Williams. "STEM Club Participation and STEM Schooling Outcomes." education policy analysis archives 21 (October 7, 2013): 79. http://dx.doi.org/10.14507/epaa.v21n79.2013.

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To develop a more robust understanding of the relationship between non-formal, school-based STEM activities and students’ success and persistence in STEM fields, this study evaluates how math club participation influences math GPA and how science club participation influences science GPA. Additionally, this study evaluates how math or science club participation associates with the probability of selecting a STEM major in college. Utilizing data from the National Longitudinal Study of Adolescent Health (Add Health) to examine these relationships, the results suggest that there is a STEM achievement gap in the success and persistence of students who do and do not participate in STEM-related extracurricular clubs. While, for the most part, the results were not differentiated by gender or race/ethnicity per se, they were in fact distinguishable by poverty status and the interaction between race and poverty status.

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40

Altakahyneh, Bahjat Hamid, and Mofeed Abumusa. "Attitudes of University Students towards STEM Approach." International Journal of Technology in Education 3, no. 1 (January 1, 2020): 39. http://dx.doi.org/10.46328/ijte.v3i1.16.

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The study aimed at investigating the attitudes of university students towards science, technology, engineering, mathematics (STEM) approach. The participants of the study consist of (60) students who were studying in bachelor and master degree, they trained in the center of training at the university, the participants acquiring the skills of STEM approach by using the WeDo2.0 application, they received knowledge and skills of STEM approach. The tool of the study was questionnaire which was validity and reliability verified. Results of the study showed that positive student attitudes toward using STEM approach Reached 86.4%. Each of the following scores is ranked as descending order: desire to apply strategy (87.4 %%), collaboration and communication (86.4%), thinking and problem solving (86%), motivation and problem solving (86%). There was no statistical significance difference between the variable type degree of study (master/bachelor) as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, researchers recommend using STEM approach in teaching courses in open learning systems.

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41

Mohd Shahali, Edy Hafizan, Lilia Halim, Mohamad Sattar Rasul, Kamisah Osman, and Nurazidawati Mohamad Arsad. "Students’ interest towards STEM: a longitudinal study." Research in Science & Technological Education 37, no. 1 (June 29, 2018): 71–89. http://dx.doi.org/10.1080/02635143.2018.1489789.

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42

Graham, M. J., J. Frederick, A. Byars-Winston, A. B. Hunter, and J. Handelsman. "Increasing Persistence of College Students in STEM." Science 341, no. 6153 (September 26, 2013): 1455–56. http://dx.doi.org/10.1126/science.1240487.

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Ruiz, Elsa C. "Motivating Latina Doctoral Students in STEM Disciplines." New Directions for Higher Education 2013, no. 163 (September 2013): 35–42. http://dx.doi.org/10.1002/he.20063.

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Kier, Meredith W., and Margaret R. Blanchard. "Eliciting Students’ Voices Through STEM Career Explorations." International Journal of Science and Mathematics Education 19, no. 1 (January 10, 2020): 151–69. http://dx.doi.org/10.1007/s10763-019-10042-z.

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Suran, Melissa. "News Feature: Keeping Black students in STEM." Proceedings of the National Academy of Sciences 118, no. 23 (June 2, 2021): e2108401118. http://dx.doi.org/10.1073/pnas.2108401118.

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Gansemer-Topf, Ann M., Aurelia Kollasch, and Jie Sun. "A House Divided? Examining Persistence for On-Campus STEM and Non-STEM Students." Journal of College Student Retention: Research, Theory & Practice 19, no. 2 (October 26, 2015): 199–223. http://dx.doi.org/10.1177/1521025115611671.

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Abstract:

Improving student persistence, especially in science, technology, engineering, and mathematics (STEM) fields, continues to be at the forefront of national educational policy discussions. Living in university housing, with its focus specifically on assisting students in transition, has consistently been positively related to student persistence. Using institutional data and data from a first-year student transition study from all the first-year first-time residential students from Fall 2008 through Fall 2012 ( N = 17,850), this study examined the relationship between student characteristics and experiences and retention for STEM and non-STEM students who live in on-campus housing. Results illustrate that experiences that contribute to retention differ between STEM and non-STEM students. Noncognitive factors related to academic self-efficacy, academic adjustment, and degree aspiration positively affect residential students’ persistence in STEM. Academic performance was a significant factor in institutional persistence for STEM and non-STEM students. Implications for future and practice are discussed.

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Lim, Oak-Rae and 강정진. "Analysis of elementary school students’ reading strategies in reading web-based English texts." STEM Journal 17, no. 3 (August 2016): 165–90. http://dx.doi.org/10.16875/stem.2016.17.3.165.

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Luckel-Semoto, Aya. "Towards Students’ Understanding of Plagiarism Through Pedagogical Media in an Academic Writing Course." STEM Journal 18, no. 2 (May 2017): 141–55. http://dx.doi.org/10.16875/stem.2017.18.2.141.

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Andrea Lee. "Cross-Cultural Competence: Examining EFL Students’ Views of U.S. Holiday Culture Through Film." STEM Journal 18, no. 3 (August 2017): 1–27. http://dx.doi.org/10.16875/stem.2017.18.3.1.

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김혜숙 and Yoon jung Cha. "Effects of Using Socrative on Speaking and Listening Performance of EFL University Students." STEM Journal 20, no. 2 (May 2019): 109–34. http://dx.doi.org/10.16875/stem.2019.20.2.109.

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