Lee, Ahlam
Researchers: Ahlam Lee
University Affiliation: Arkansas State University; Xavier University
Email: leea15@xavier.edu
Research Question:
1) To investigate the influence of computer-based learning activities in math classrooms on STEM major choices in 4-year post-secondary institutions and 2) to analyze the extent to which math teacher motivation affects math performance and math self-efficacy across schools, which plays a vital role in students' STEM major selection.
Published: Yes
Journal Name or Institutional Affiliation: Journal of Pre-College Engineering Education Research
Journal Entry: Vol. 3, No.2, Pp. 13-30
Year: 2013
Findings:
- Computer-based learning activities had a greater positive effect on math self-efficacy that significantly predicted the increase in the proportion of students’ STEM major choices, compared to the individual- and lecture-based learning activities.
- A positive relationship between individual-based learning activities and math performance emerged, which was associated with the high proportion of students’ STEM major choices.
- At the within school level, math IRT scores during the first follow-up year and math self-efficacy were the mediators that explained the relationship between the selected learning experience factors and students’ STEM major choices in 4-year colleges and universities.
- At the between school level, math IRT scores during the first follow-up year and math self-efficacy were the mediators that explained the relationship between the selected learning experience factors and students’ STEM major choices in 4-year colleges and universities.
- At the high school level, math teacher motivation positively influenced math performance. This means that student math performance can be improved when students are instructed by math teachers who have greater belief and confidence in teacher attention to pedagogy and enthusiasm for student success in math.
- Computer-based learning activities in math classes, compared to the individual- and lecture-based learning activities, contributed more to the high proportion of students selecting STEM majors through increasing the effects on math self efficacy.
- The results revealed a positive relationship between individual-based learning activities and the first follow-up math IRT scores after controlling for the base-year math IRT scores.
- Regarding between-school level, a positive relationship between teacher motivation and the first follow-up math IRT scores yielded when controlling for the base-year math IRT scores.
- The significant and positive effects of all the selected learning activities suggest that individual- and lecture-based learning activities (which reflect traditional learning contexts) should be integrated with computer-based learning activities (which is a progressive learning context).