STEM Students Research Articles

Influence of STEM Student Worksheets to Improve Learning Outcomes and Student interest in Reaction Rate

This study aims to determine the effect of LKPD STEM using Problem Based Learning (PBL) model on reaction rate material. This research was conducted at SMAN 8 Medan in the 2022/2023 school year. This type of research is a quasi experiment with pretest posttest control group design. The population in this study were all XI MIPA classes at SMAN 8 Medan. The research sample was XI MIPA 4 class as an experimental class taught with STEM LKPD using Problem Based Learning (PBL) model and XI MIPA 1 class as a control taught using Problem Based Learning (PBL) model without STEM LKPD. The instruments used in this study were 20 multiple choice questions that had been tested for validity, reliability, difficulty level and differentiation, and 25 items of questionnaire statements of learning interest. The results of this study indicate that there is an effect of STEM LKPD using the Problem Based Learning (PBL) model on learning outcomes with hypothesis testing sig. 0,001 < α (0,05). In addition, there is an effect of STEM LKPD using the Problem Based Learning (PBL) model on learning interest with a hypothesis test sig. 0,000 < α (0,05).

Macrostructural Analysis of STEM Students’ Research Introductions in the Secondary Education Context: Implications for Pedagogy, Curriculum, and Teacher Professional Development

There is a growing interest in exploring the structure of student academic writing across different disciplinary backgrounds, including the Science, Technology, Engineering, and Mathematics (STEM) field. However, despite the availability of relevant literature on STEM student writing, research on the structure of STEM students’ research introductions, particularly within the secondary education context, remains essentially scant. Consequently, STEM student research writers should be redirected towards a genre-based academic writing practice to meet the rhetorical demands of their discourse community. Drawing on this research gap, this qualitative genre analytic study was conducted to explore the structure of STEM students’ research introductions, with an emphasis on the macrostructures and the move/step occurrences. Ten research introductions submitted as preliminary examination papers by the Grade 11 STEM students in an online research writing course at a private Philippine university were collected and further screened via Turnitin, ensuring their authenticity. Following Biber et al.’s (2007) top-down corpus-based discourse analytic framework, moves and steps in the research introductions were carefully analyzed, with Swales’ (1990, 2004) Creating A Research Space (CARS) model as basis for move/step identification. The findings indicated variations in the move structure of students’ research introductions, with the majority deviating from Swales’ (1990, 2004) model. While the students employed all three moves by Swales (1990, 2004), they hardly established a niche in writing a research introduction. The study highlights important implications for pedagogy, curriculum, and teacher professional development in the context of STEM research writing.

Validity and reliability of concept inventory test in human physiology

Biology education plays a vital role in nurturing the understanding of learners about the intricacy of life. Various efforts have emerged to strengthen learning biological concepts but there were still studies that showed that learners have low mastery in some aspects. To determine how well students understood various biological topics, including human physiology, Concept inventory tests (CIT) were used. The concept inventory test may be able to spot students' misconceptions and ultimately lead to improved comprehension. The crafted CIT developed with the aid of a table of specifications based on Bloom’s taxonomy of cognitive domain was assessed according to its validity and reliability. In validation, content validity and item analysis were considered while reliability test was employed through Cronbach’s alpha. Distractor analysis was also performed to determine possible source of misconception per item. The CIT was administered to 120 senior high school STEM students (50.8% from the private schools, 37.5% in regular public schools and 11.7% from public schools with special programs in science). The results displayed high content validity with a mean of 4.83 for content validity and an average Aiken’s validity coefficient of 0.98. It also highlighted that the test is moderately difficult with the test difficulty of 0.58, as well as, discriminatory with a discriminating level of 0.46. After item classification, 63 items were retained (39 accepted, 24 for revisions) and Chronbach’s alpha (α=0.74) indicated good internal consistency. The concept inventory test propounds to be a good classroom test with minor items to be revised.

Mixed reviews on diversity initiatives: toward an institutional change model for Black faculty in engineering and computing

IntroductionUniversities across the United States have implemented initiatives to enhance diversity in science, technology, engineering, and mathematics (STEM) fields, focusing on improving outcomes for racially minoritized students. While many diversity initiatives target undergraduate programs, there is a gap in support for STEM graduate students. Recognizing the persistent underrepresentation of racially diverse populations in STEM, the Biden-Harris Administration launched the “Raise the Bar: STEM Excellence for All Students” initiative, aiming to bolster STEM education nationwide. Foundations like the Sloan Foundation have developed pathways programs for STEM students, extending support into graduate school and the professoriate. The success of diversity initiatives often hinges on the participation and endorsement of underrepresented STEM faculty.MethodsThis study investigates the perspectives of twenty-nine Black engineering and computing faculty regarding diversity initiatives within their respective departments. Grounded theory methodology guided the qualitative analysis, enabling a deeper understanding of the racialized diversity management framework. Drawing on institutional racism perspectives, the study aimed to develop a theoretical framework elucidating institutional engagement with and implementation of diversity initiatives in engineering education.ResultsThe participants’ perspectives on diversity initiatives reflected features of organizational change. Three types of organizational environments emerged: 1) stagnant, characterized by aspirational commitments to diversity; 2) moderate, where underrepresented populations are recruited but expected to assimilate into the dominant culture; and 3) transformational, representing organizations taking significant steps towards creating equitable environments. The narratives of the study participants shed light on the varying effectiveness of efforts to increase the representation of successful Black students and faculty in engineering academia.DiscussionThe findings underscore the importance of understanding organizational contexts and dynamics in shaping the outcomes of diversity initiatives. By delineating the racialized diversity management framework, this study provides insights into the complexities of institutional engagement with diversity in engineering education. Addressing the challenges identified, particularly in environments characterized as stagnant or moderate, is crucial for advancing equity and inclusion in STEM fields. Effective diversity initiatives must go beyond recruitment efforts to create transformative, equitable environments conducive to the success of racially minoritized students and faculty in engineering academia.

Development and assessment of the STEM storytellers program

ABSTRACT We developed and tested an NSF IGE-funded year-long program to improve the oral communication skills of STEM graduate students. By the end of the program, we organized our curricular materials into a 3C framework: connect, convey, and captivate. Within this framework, the Fellows learned rhetorical strategies, created podcasts, regularly practiced improvisation, and provided each other with extensive feedback about their work. The Fellows in cohorts one and three gave public presentations followed by a question-and-answer period. Formative and summative assessments were built into the curriculum, including the use of the Public Speaking Competency Rubric (PSCR), and a calculation of jargon. Fellows also longitudinally self-reported their anxiety levels and apprehension of public speaking. The Fellows performed well according to their PSCR scores, but they also reported a slight increase in anxiety levels; the project, as well as the study, were confounded by the COVID-19 pandemic. Public audiences rated cohort three highly on all 3C items. Graduate students in STEM perform research that is of interest and significance to society, and the STEM Storytellers program helped them better translate their research to engage these broader audiences in meaningful conversation.

Mixing fluid mechanics with circus: how the performing arts can enhance learning in an undergraduate engineering course

ABSTRACT Our multifaceted society calls for engineers that are not only experts in their domain, but possess the flexibility to understand adjacent disciplines. The inclusion of the performing arts in engineering curricula has shown potential for cultivating creativity and equipping STEM students with problem-solving abilities. However, the literature offers limited examples of such integration in engineering courses. We present a unique learning experience involving engineering students from the Royal Institute of Technology (KTH) and circus students from Bachelor’s programme in Circus at Stockholm School of the Arts (SKH). Grounded in the concepts of docendo discimus, presentational dimension of circus and reflective thinking, our study aimed to: (1) explore engineering students’ acceptance of an unconventional collaboration with circus peers; and (2) assess the pedagogical value of this collaboration for the engineering students. We highlight challenges and potentialities of this collaboration, to inform educators interested in creative teaching approaches.

Fire Safety Awareness and Practices of Science, Technology, Engineering, and Mathematics Students in a Philippine Public Secondary School

The Philippines is one of the countries that faced severe fire disasters. However, fire received little recognition in disaster readiness and risk reduction. Seeing that students are gathered in one place, a fire safety assessment is necessary to ascertain their acquisition of competencies in fundamental concepts of fire. Anchored on KAP theory, this study investigated the Grade 12 STEM students' safety awareness before, during, and after a fire in relation to practices in public schools in the central Philippines relative to sex and family monthly income. Using a descriptive, comparative, and correlational approach, a validated and reliability-tested questionnaire was administered to 94 randomly selected students. Mean, Standard Deviation, Mann-Whitney U test, and Spearman Rank Correlation were utilized in data analysis. Overall, students possessed a prominent consciousness and could relatively demonstrate the necessary measures and responses to prevent and suppress the fire. Comparatively, no significant difference exists when grouped according to sex and family monthly income. Concurrently, a significant relationship was observed between their awareness and practices, implying that students who possess the consciousness of fire safety will likely demonstrate the measures against the dangers of fire, which validated the KAP theory. Continuous improvement of teachers' instructions is crucial to strengthen students' readiness and resilience in disasters like fire.

Do STEM women feel ethically and emotionally better prepared for their careers than men?

Despite a growing imperative for graduates to possess STEM skills, both to boost their employability prospects and their perceived economic value, it is critical to also consider the professional or ‘soft skills’ that will enable these graduates to thrive in their careers. Ironically, gender differences in personality and occupational choice are larger, not smaller, in more gender-equal countries. This is known as the gender equality paradox and in STEM it highlights the importance of purposeful initiatives throughout the educational trajectory, even in countries with higher levels of gender equality. This study employed an online self-assessment of perceived employability (PE) using a validated instrument and analyzed the data from 2493 STEM students studying at multiple Australian universities. The findings, underpinned by Social Cognitive Careers Theory, indicate that female report greater confidence than their male peers in ethical literacy and in some emotional literacy skills; these are understood to be critical soft skills for STEM graduates. This distinction is more pronounced in the natural and physical sciences and within information technology fields. Theoretical contributions and practical implications are discussed.

PERCEIVED SELF-EFFICACY AND ACADEMIC PERFORMANCE OF STEM SENIOR HIGH SCHOOL STUDENTS

The manner schools taught changed from face-to-face to online delivery due to the Covid-19 pandemic. But learners perceived online lessons burdened mental and psychological health, ability to learn, and literacy in reading, writing and arithmetic. Conversely, local studies deemed learners’ ability to succeed in classes improved from moderate pre-pandemic to high during. This study described the sources of self-efficacy, which are mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback of STEM students at NU Fairview Incorporated, were utilized as respondents. As a result of the study, it is showed that the source of their self-efficacy were their mastery experiences which are attributed to frequent engagement in activities and success experiences. It is also found out that there is no significant difference between the sources of self-efficacy and STEM students’ GWA. On the other hand, perceived self-efficacy vary between male and female. Also, vicarious experiences appear to vary on perceived self-efficacy across different specialization within STEM. Findings call for improving teachers’ practices in giving positive feedback on the learners’ output and performance in class. In addition, the need to improve on constructing written works, and activities which are time-bound, and meaningful which intends to encourage and not to exhaust students.

A New Generation of Citizen Scientists: Self-Efficacy and Skill Growth in a Voluntary Project Applied in the College Classroom Setting

Using citizen science resources and projects in university education is a burgeoning pedagogical tool that can promote real-world application of science, autonomous learning, and understanding of self-efficacy in science learning. In this case study, we examined several factors relating to self-efficacy and skill growth in STEM and non-STEM majors in life science courses of different levels at one university. Four life science classes in Fall 2022 (n = 109 students) voluntarily participated in a self-guided pollinator training module. Motivations, previous awareness, participation, and self-efficacy and self-identification for citizen science participation and for general scientific inquiry were assessed through pre- and post-surveys before and after module training. Students characterized themselves as STEM or non-STEM majors to understand self-identity. In having students self-report their identity in STEM, we found a trend (79.2%) of natural resource and agricultural majors ranking themselves as non-STEM. Across all participants, we observed a significant increase for learning outcomes between pre- and post-survey results (ɑ = 0.05). Self-reported non-STEM students showed a positive trend between surveys across survey questions. In comparison, self-reported STEM students showed very little increase across surveys but ranked highly in both pre- and post-survey results (mean = 3.42 out of 4). Overall, our findings suggest that even small-scale citizen science–based projects may increase students’ familiarity with concepts based in scientific inquiry and meet learning outcomes benefitting the goals of both higher education and citizen science initiatives.

Majestic Road to the Bright Future: A Lived Experience of Stem Students from Esperanza, Agusan Del Sur Who Schooled in Bayugan National Comprehensive High School

There is evidence to suggest that commuter students had poorer outcomes from their higher education and will be unsatisfied with their academic experiences compared to residential students. This study investigates the actual experiences of commuter students from Esperanza, Agusan del Sur, who attended Bayugan National Comprehensive High School.This study employs a qualitative approach using phenomenological research and a thematic design to evaluate students' perceptions of their lived experiences. It was found out that living far from school presents both benefits and disadvantages for students. Their participation in school activities and relationships with peers may suffer because of physical separation due to feelings of isolation. Getting access to required materials, such as books and labs, could be difficult, which would hinder their whole educational process. On the other hand, overcoming these obstacles promotes independence and adaptability, which are important life skills. With the seen result, it is recommended that if a student lives far away from the school, think about setting up a support system for them, such an online study group or study materials, so they may stay connected to their friends and have access to educational resources. Collaborations with community resources and mentorship initiatives provide additional assistance, making education more inclusive for those facing geographic barriers.

Implementing a cancer survivorship seminar course to non-healthcare professional undergraduate students

BackgroundAt University of California, Irvine (UCI), a seminar course focused on cancer survivorship was developed and offered to non-healthcare professional undergraduate students. Utilizing the knowledge, attitude, and perception (KAP) framework, this study was designed to examine the impact on students who have taken this course, and to clarify the value of this course for undergraduate students.MethodsThis was a cross-sectional survey. Undergraduate students enrolled in the Life After Cancer Freshmen Seminar course (Uni Stu 3) at UCI between 2021 and 2023 were invited to participate. The survey consisted of 4 main sections: (1) demographics, (2) knowledge of cancer survivorship, (3) attitude towards cancer survivorship, and (4) perception and awareness of cancer survivorship. The survey was administered prior to the implementation of the course, and the same survey was administered at the end of the course.ResultsA total of 33 students completed the pre-implementation survey and 30 students completed the post-implementation survey. Comparing pre- and post-course implementation, there was an increase of perception and awareness of (i) resources and guidelines for cancer survivors (pre, 9.1% vs. post, 36.7%), (ii) mental health complications among cancer survivors (pre, 36.4% vs. post, 56.7%), (iii) benefits of cancer survivorship care (pre, 15.2% vs. post, 40%), latest research in cancer survivorship (pre, 0% vs. post, 23.3%), and (iv) tailoring survivors’ needs according to their age groups (pre, 24.2% vs. post, 66.7%). Knowledge and attitude towards caring of cancer survivors were similar comparing pre- and post-course implementation.ConclusionIn an undergraduate seminar course focused on cancer survivorship, we observed an improvement of non-healthcare students’ perception and awareness of cancer survivorship-related issues, advocating the value on introducing highly prevalent cancer survivorship topics early to both undergraduate STEM and non-STEM students.

Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”

AbstractHow individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values, and behaviors to gain recognition. In effect, these expectations help to maintain masculinized Discourses as STEM professionals are encultured to apply the same recognition criteria to which they were judged themselves. We examine how these Discourses are maintained even as learners who identify with groups that carry histories of systemic marginalization by racist, sexist, and elitist practices gain access to STEM communities. Specifically, we explore how university STEM students attending a Hispanic Serving Institution in the United States articulate gendered expectations of STEM membership through their characterization of themselves and others as (not) STEM people. Drawing from theories in Discourse, social identity, and feminist critiques of science, we describe how students implicitly recognize STEM identity in gendered ways. We discuss how our findings illuminate the mechanisms by which STEM recognition is afforded by pointing to its dependence on masculinized displays of STEM performances, competence, and interests, leading to a cycle of marginalization as learners are encultured to perpetuate existing STEM Discourses in their recognition of others. We discuss research implications for measurements of STEM identity that do not account for gendered Discourses and offer practical implications for the design of learning experiences that co‐opt existing Discourses to inoculate gendered perceptions of a STEM person prototype. Lastly, we present a case for elevating the role of maternal caregivers and family immigration histories in STEM identity construction.

Master Narratives and Resistance Narratives: How Women of Color on Community College STEM Education Pathways Push Back

Objective/Research Question: Master narratives, as theorized using a critical race perspective, are stories of the majority that function to obscure and normalize the oppressive operation of power in society. Counternarratives are the stories of minoritized individuals which expose and challenge the stories of the majority. This study examined master and counternarratives in STEM to uncover taken-for-granted power dynamics and hierarchies that systemically exclude and minoritize women of color on community college STEM education pathways. Methods: Narrative interviews were conducted with 12 women of color who were current or former community college STEM students. These interviews were analyzed according to the sensibilities of feminist narrative methodology. Results: Analysis of narratives resulted in three resistance narratives, or the different ways participants made sense of and pushed back against master narratives regarding what it means to be a woman of color in STEM. The three resistance narratives identified were: (1) taking action with the support of others, (2) connecting to something greater than oneself, and (3) redefining one’s identity and goals. Conclusions/Contributions: Attending to individual resistance narratives can unveil harmful master narratives in STEM that hinder the participation and success of diverse individuals. This study urges STEM researchers and practitioners to look beyond blaming individuals for “failing” to fit into the status quo of STEM and to devise solutions that will disrupt oppressive norms and practices that become normalized through unexamined master narratives in STEM.

Task Specialization and Group Study on Students’ Achievement and Attitude in Physics

This study investigates the impact of cooperative learning strategies, particularly task specialization and group study, on student achievement and attitude in Physics among Grade 12 Science, Technology, Engineering, and Mathematics (STEM) students. Motivated by diffusion of responsibility, the research employed a One-Shot Pre-test Post-Test Research Design over three weeks. Students were divided into groups and assigned roles as managers, investigators, or recorder-reporters. The effectiveness of these roles was evaluated using the Student Physics Test and the Physics Attitude Inventory. Results indicated a significant improvement in student achievement (t-test = 14.65) but no substantial change in attitudes towards Physics (t-test = -0.47), suggesting pre-existing favorable attitudes in STEM students. The study concludes that while task specialization and group study effectively enhance achievement by reducing the diffusion of responsibility and promoting active participation, they do not significantly alter students’ attitudes toward Physics. The findings recommend implementing these strategies across various subjects and educational strands to increase student achievement. Further research is suggested to explore the broader implications of these strategies on student attitudes, validate results over extended periods, and examine the effects of varying roles and group cooperation. Keywords: action research, cooperative learning, task specialization and group study, achievement, attitude, Sto. Nino National High School, Iriga City, Philippines

Academic Motivation and Career Decidedness of STEM and HASS Students during Higher Education

The present paper justifies the design of the research, which centers on examining the intricate relationship between students' academic motivation and career decidedness within the context of Portuguese higher education. The study is underpinned by an extensive review of literature from the last seven years, delving into students' career motivation, and unveils a promising path for investigation. Grounded in the conceptual framework of Self-Determination Theory, as proposed by Deci and Ryan in 1985, intrinsic motivation, often synonymous with autonomy, is considered the keystone of individual self-regulation and behavioral performance, and exhibits positive correlations with academic motivation and career decidedness. Therefore, a thorough analysis of the interplay between the various types of academic motivation and career decidedness among higher education students becomes imperative. This exploration encompasses multiple factors, including gender, age, field of study (STEM, humanitarian, arts, and social sciences), and educational level. To conduct this investigation, a quantitative methodology is employed, utilizing questionnaires to assess participants' academic motivation types and levels of career decidedness. The research results bear significant potential for practical implications aimed at enhancing academic practices within higher education institutions, ultimately contributing to a positive impact on students' career decidedness and related outcomes.

Centering Latinx students in STEM education research through pláticas methodology

Pláticas methodology is introduced in this article to advance the centering of Latinx researchers and Latinx students in STEM research. As an increase in Latinx educational researchers enter academia, engaging an appropriate epistemology and methodology that is culturally relevant and race-centered is key in the ongoing STEM education research which aims to diversify and create equitable outcomes for Students of Color. This article draws from a study with 24 Latinx STEM students and 48 pláticas. An overview of pláticas methodology, Chicana/Latina Feminist Epistemology, along with an examination of the principles of pláticas methodology in STEM education. This article is timely as the Latinx student population and Hispanic-Serving Institutions are growing in higher education. This article places emphasizes reframing methodology to provide a culturally relevant and holistic methodology to engage Latinx Students and advance STEM education research focusing on Latinx students.

Unpacking Anti-femininity Among Masculine Identifying STEM Students with Minoritized Identities of Sexuality and Gender

While decades of scholarship show the oppression of women by the enforcement of patriarchal gender norms, little research has explored the ways in which masculinity receives preferential treatment over femininity, independent of a man/woman binary. This exploration is needed to understand why femininity is devalued within the heteropatriarchal masculine social context under which much of current Western society was formed. In response to this anti-femininity sentiment, an emerging area of study called critical femininity was developed to add unique insights into the way in which femininity is embodied and rejected across genders. In this paper, critical femininity is used to explore how masculine-identifying science, technology, engineering, and mathematics (STEM) students holding minoritized identities of sexuality and/or gender (MIoSG) experience and navigate their campus environments that are steeped in anti-femininity. Only by documenting complex understandings of how men and masculine-identifying STEM individuals (who are the majority of STEM learners and faculty) learn, enact, and reproduce anti-femininity can educators begin to resist and alter harmful patriarchal STEM environments.

Academic Self-Concept Development for STEM College Students: An Analysis on Gender Difference

Using a nation-wide college student dataset, this study examines the gender disparities in academic self-concept for undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) majors and investigates college experiences affecting academic self-concept in this population. Findings of the current study suggest that overall college satisfaction is the strongest positive predictor of academic self-concept for college students in STEM majors and that institutions and their members should strive to facilitate satisfactory and educationally meaningful college experiences for these students at the macro level. Also, faculty members and administrators in STEM majors should be aware of the importance of positive faculty support on students’ academic self-concept development and should continue trying to create an environment where students can experience more frequent and positive encounters with their faculty members. Lastly, our findings show that the effects of some college experiences on academic self-concept development for STEM students vary by student gender. The findings underscore the significance of the nature or type of college experiences and the corresponding gender inequity and suggest that STEM majors need to facilitate departmental environments where both male and female students can equivalently benefit from their college experiences not only for their academic development but also for other desired college outcomes.

The Effect of STEM Approach and Student’s Collaboration Ability on Physics Problem Solving Skill

This research is a True experimental study with a 2x2 factorial design aimed at finding the influence of the STEM approach and students' collaboration abilities on physics problem-solving skills. Sampling in this study used a simple random sampling technique with the class lottery, resulting in a sample of 31 students in the experimental class and 31 students in the control class. This study was executed by providing treatment as a STEM approach to fluid material. Data on students' collaboration abilities were collected using questionnaires, while data on physics problem-solving skills were collected using tests. The research data were analysed using Two-Way ANOVA statistical tests. The research results show that: (1) 𝐹𝑐𝑜𝑢𝑛𝑡 (625.72) > 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (2) 𝐹𝑐𝑜𝑢𝑛𝑡 (1,793.79) > 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning for high collaboration abilities, there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (3) 𝐹𝑐𝑜𝑢𝑛𝑡 (1,792.37) > 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning for low collaboration abilities, there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (4) 𝐹𝑐𝑜𝑢𝑛𝑡 (-34,125.75) < 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning there is no interaction between the STEM approach and students' collaboration abilities on physics problem-solving skills.