Abstract
This study examined the impact of STEM (Science, Technology, Engineering, and Mathematics) education on 8th-grade students' motivation towards learning mathematics at a Nazarbayev Intellectual School in Almaty. The research aimed to assess how STEM education influences motivational factors such as intrinsic value, self-regulation, self-efficacy, utility value, attainment value, and test anxiety. An experimental design was employed with 52 participants divided into two groups: a control group using traditional teaching methods and an experimental group engaging in STEM approaches. The Mathematics Motivation Questionnaire (MMQ), adapted from the Science Motivation Questionnaire (SMQ), was utilized for data collection before and after the intervention. Results from paired samples T-tests and descriptive statistics showed significant enhancements in the motivational levels of students in the experimental group, indicating that STEM education effectively boosts motivation towards mathematics learning. This research underscores the significance of incorporating STEM educational practices into mathematics curricula to create a more engaging and motivating learning atmosphere. These findings are crucial for educators, curriculum designers, and policymakers focused on improving mathematics education and fostering a greater interest in STEM fields among middle school students, contributing to the existing literature on educational motivation.
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