The present paper builds on our previous study (Franz-Odendaal et al. 2016) and explores students' knowledge of STEM career mathematics/science requirements and their mathematics self-efficacy (MSE) and how these shape students' career interests and preferred career activities.
Our data thus support the need to improve access to knowledge to facilitate students' understanding of STEM careers and the nature of STEM work.
These results showed that students' knowledge of STEM careers and their self-efficacy in mathematics were statistically significant factors in the likelihood that they would pursue a STEM career, while STEM career knowledge was a modest contributor.
Yune: I use a mixed methods analysis composed of quantitative and qualitative procedures to determine elementary-aged students' perceptions of STEM, their enjoyment in related tasks, and career aspirations.
Low grades in introductory STEM courses are often a contributing factor, pushing students out of STEM majors, while higher grades in non-STEM courses pull them toward non-STEM majors (Ost, 2010).
A number of studies have demonstrated gains in student understanding of STEM content when given the opportunity to engage in discussion with peers (Barron 2000; Smith et al. 2009; Whicker et al. 1997).
Exposure of students to STEM careers can enhance their interest in pursuing careers involving science, technology, engineering, and mathematics.
Since we only use the post-lesson survey to investigate students' perception of an AR inquiry lesson, it is difficult to determine the extent to which students' choice of STEM-relative majors in university was influenced.
While the literature revealed no significant high school effects on students' college performance in California (Finkelstein & Fong, 2008), further investigation of the high school effects in high course-taking patterns would be necessary to understand the school dynamics that might influence students' selection of STEM-related courses.
The 10,000 extra university places announced by Lord Mandelson last week will provide some relief to the strain felt by universities, but the restriction of additional students to Stem subjects (science, technology, engineering and maths) ignores the coterminous nature of arts and science in the employment market.
