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2015 - An Investigation of the Linkage Between Technology-Based Activities and STEM Major Selection in 4-Year Postsecondary Institutions in the United States: Multilevel Structural Equation Modelling

Attribution: Lee, Ahlam
Researchers: Ahlam Lee
University Affiliation: Xavier University
Email: leea15@xavier.edu
Research Question:
1) To what extent do technology-based activities affect students' selections of STEM majors in 4-year postsecondary institutions at the student level, taking into account math performance, gender, racial/ethnic background, and socioeconomic status (SES)? 2) To what extent do technology-based activities and technology-based school environment affect students 'selections of STEM majors in 4-year postsecondary institutions at the school level, taking into account math performance, gender, racial/ethnic background, and SES?
Published: Yes
Journal Name or Institutional Affiliation: Educational Research and Evaluation
Journal Entry: Vol. 21, Nos. 5-6, Pp. 439-465
Year: 2015
Findings:
  1. The frequent use of video or computer games was related strongly to students’ STEM major selections in 4-year post-secondary institutions, after taking into account demographic characteristics and math achievement scores.
  2. Computer-based activities did not play a substantial role in determining student STEM major selection.
  3. In the comparison between student math performance and video- or computer game-based activities, the parameter estimate of each variable suggested that 10th-graders’math performance had a more positive effect on student STEM major selection than did the frequency of student engagement in video- or computer game-based activities.
  4. Racial minority students were more likely to enroll in STEM majors than were White and Asian students. However, students from lower SES backgrounds were less likely to enter STEM disciplines than were their peers from higher SES backgrounds.
  5. Video- or computer game-based activities mediated the relationship between students from the lowest and 2nd SES quartiles and their STEM major selection positively, while math performance was a positive and significant mediator for students from the 3rd and highest SES quartiles to choose STEM majors. This pattern also emerged in students from racial minorities; video- or computer game-based activities played a positive role in minority students ‘pursuit of a STEM degree, while math performance was a contributing factor in White and Asian students ‘choice of STEM majors.
  6. The results provide evidence that promoting technology-rich learning environments is a significant factor in motivating students to pursue STEM careers.
  7. Although minority students’ lower math performance played a negative mediating role in their decision to choose STEM majors, a significant, positive, and direct effect of racial minority students on STEM major selection implies that there exists a range of potential mediating factors that could encourage minority students to enter STEM fields.
Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: CollegeComputersPostsecondary InstitutionsSTEMSTEM MajorTechnologyVideo GamesRegions: NationalMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: Descriptive StatisticsStructural Equation Modeling Sampling Frame:10th Graders
Sampling Types: NationalAnalysis Units: SchoolStudentData Types: Quantitative-Longitudinal
Data Description:
  • Super’s (1990) stages of career development theory (SCDT), this study hypothesized that high school students between the ages of 15 to 18 would explore career opportunities in STEM fields if they engaged frequently in technology-based activities.
  • The technology-based activities used in this study, which were defined as students’ frequency of playing video or computer games and using computers, are considered technology-based approaches for education in STEM subjects.
  • Educational Longitudinal Study of 2002/2006.This study includes US high school graduates who disclosed their college majors by 2006 in 4-year post-secondary institutions in the US. A total of 4,350 students who enrolled in 4-year post-secondary institutions and indicated their majors were used. Among those, 21.5% selected STEM majors.
  • The student demographic characteristics of gender, SES, and racial/ethnic background were chosen as exogenous variables.
  • 10th-grade math performance, and technology-based school environments represented the mediator variables in the study.
  • The latent construct of video- or computer game-based activities was composed of the following two items: (a) hours/days of playing video or computer games on weekdays and (b) hours/days of playing such games on weekends. The latent construct of computer-based activities was defined by the following student questionnaires: (1) How often do you use a computer for fun?; (2) How often do you use a computer for school work?; (3) How often do you use a computer to learn on your own?; and (4) How often do you use a computer at home?
  • Student math performance was based on math scores in 2002. Technology-based school environment variable was composed of school administrator responses to the following questions: (1) In your school, how much is the learning of 10th graders hindered by lack of computers?; (2) In your school, how much is the learning of 10th graders hindered by lack of multi-media resources for instruction?; and (3) In your school, how much is the learning of 10th graders hindered by inadequate or outdated vocational-technical education equipment or facilities?
  • Student STEM major choice was a dichotomous dependent variable.
Theoretical Framework:
Relevance:STEM Entrance and Majoring in STEM
Archives: K-16 STEM Abstracts
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