This study aims to provide activities to motivate teachers to use technology in their classrooms and encourage students to pursue a STEM related field, Computer Science in particular.
The Role of Mothers’ Communication in Promoting Motivation for Math and Science Course-Taking in High School
– There was a signiﬁcant effect of the experimental intervention on course-taking, such that adolescents whose parents received the intervention took more MS in 12th grade, compared with controls.
– There was an indirect effect of personal connections on STEM course-taking through adolescent’s interest.- More years of mother’s education were associated with higher perceptions of adolescents’ math ability.
– Neither mothers’ years of education nor mothers’ perception of adolescents’ math ability predicted number of conversations between mothers and adolescents or personal connections articulated in the interviews.
– Mothers with more years of education generated more elaborated responses in their interview.
– There was a signiﬁcant interaction between number of conversations and elaboration, such that the highest level of interest occurred with high elaboration and few conversations.
– Adolescents whose parents received the intervention reported more UV in 10th grade than those whose parents were in the control group.
– Higher levels of interest in 10th grade predicted more STEM courses taken in 12th grade.
– There was a signiﬁcant interaction between elaboration and number of conversations such that the highest levels of course-taking were achieved either with the combination of high elaboration and fewer conversations, or less elaboration but more conversations.