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首页> 外文期刊>Journal of Pre-College Engineering Education Research >Determining the Effects of Pre-College STEM Contexts on STEM Major Choices in 4-year Postsecondary Institutions Using Multilevel Structural Equation Modeling
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Determining the Effects of Pre-College STEM Contexts on STEM Major Choices in 4-year Postsecondary Institutions Using Multilevel Structural Equation Modeling

机译：使用多层结构方程模型确定大学预科STEM情境对四年制大专院校STEM专业选择的影响

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Many STEM studies have focused on traditional learning contexts, such as math- and science-related learning factors, as pre-college learning predictors for STEM major choices in colleges. Few studies have considered a progressive learning activity embedded within STEM contexts. This study chose computer-based learning activities in K-12 math classrooms, as a major pre-college learning predictor for STEM major choices. Using a nationally represented sample drawn from the Educational Longitudinal Study of 2002/06, the purpose of this study was two-fold: (a) to investigate the influence of computer-based learning activities in math classrooms on STEM major choices in 4-year postsecondary institutions and (b) 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. The multilevel structural equation modeling revealed several findings. First, 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. Second, a positive relationship between individual-based learning activities and math performance emerged, which was associated with the high proportion of students’ STEM major choices. Third, at the high school level, math teacher motivation positively influenced math performance. These results suggest that integrating STEM contexts into traditional learning activities in math curriculum at the K-12 level would increase students’ interests in studying STEM disciplines. Equally important is enhancing math teachers’ motivation, given the fact that these teachers design and implement the math curriculum.
机译：许多STEM研究都将重点放在传统的学习环境上，例如与数学和科学相关的学习因素，作为大学STEM专业选择的大学预科学习预测指标。很少有研究认为STEM环境中嵌入的渐进式学习活动。这项研究选择了K-12数学教室中基于计算机的学习活动，作为STEM主要选择的主要大学预科学习预测指标。使用2002/06年教育纵向研究中的全国代表性样本，该研究的目的是双重的：（a）研究四年中数学课堂中基于计算机的学习活动对STEM主要选择的影响。高等教育机构;（b）分析数学老师的动机在多大程度上影响整个学校的数学表现和数学自我效能感，这在学生的STEM专业选择中起着至关重要的作用。多级结构方程建模揭示了一些发现。首先，基于计算机的学习活动对数学自我效能有更大的积极影响，与基于个人和基于讲座的学习活动相比，可以显着预测学生的STEM主要选择比例的增加。其次，基于个人的学习活动与数学成绩之间出现了正相关关系，这与学生的STEM专业选择比例很高有关。第三，在高中阶段，数学老师的积极性对数学成绩产生了积极的影响。这些结果表明，将STEM上下文整合到K-12级数学课程的传统学习活动中，将会增加学生对STEM学科学习的兴趣。同样重要的是要增强数学老师的动力，因为这些老师设计并实施了数学课程。

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