When I Believe, I Can: Success STEMs from My Perceptions.

Abstract

The increasing concern in North America regarding the workforce’s ability to maintain a competitive position in the global economy has led to an increased interest in effective science, technology, engineering, and mathematics (STEM) education. The purpose of this study was to investigate the effect of engaging in STEM project-based learning (PBL) activities on students’ mathematical problem-solving beliefs (PSB) and their perceptions towards SEM subjects and STEM careers. The data were collected using mathematical problem-solving belief and STEM semantics surveys. Participants (n = 68) were secondary students who participated in a STEM summer camp in which STEM PBL activities were utilized. Data were analyzed using descriptive statistics, paired-sample t tests, 95% confidence intervals, Cohen’s d effect sizes, and linear regression. Results showed that students increased their mathematical PSB (p < .001, d = .50) and perceptions towards science (p < .001, d = .68), engineering (p = .002, d = .56), mathematics (p = .015, d = .42), and STEM careers (p < .001, d = .86). Additionally, the linear regression analysis revealed that students’ mathematical PSB predicted their STEM career perceptions positively and statistically significantly (p < .05). These results support providing students with STEM PBL activities to increase their PSB and perceptions towards SEM subjects and STEM careers. Educators should utilize the results to provide opportunities for students to experience STEM PBL activities.