The Determination of High School Students’ Attitudes Towards STEM

Authors

  • Tolga Gok Torbali Vocational School, Dokuz Eylul University, Izmir, Turkey.

DOI:

https://doi.org/10.52634/mier/2021/v11/i1/1755

Keywords:

Attitude, High School, STEM Education

Abstract

The study aims to determine the attitudes of high school students toward STEM. During the development of the survey, a pilot study and the main study was conducted. The pilot study was conducted primarily for the collection and statistical analysis of the research data. Exploratory and Confirmatory Factor Analysis was carried out for the pilot survey. The statistical results show that the pilot study was reliable and acceptable. The main study was conducted for the comparison and discussion of the research data. The sample of the study comprised 2118 high school students in 12 high schools during the academic year 2018-2019 in Izmir, Turkey. The results showed that the mean score of students’ attitudes on STEM decreased from 9th grade to 12th grade in both the metropolitan and suburban areas of the city. Results for gender differences show that the mean score of male high school students’ attitude towards STEM was higher than the mean score of female high school students in both metropolitan and suburban areas.

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Published

2021-05-15

How to Cite

Gok, T. (2021). The Determination of High School Students’ Attitudes Towards STEM. MIER Journal of Educational Studies Trends and Practices, 11(1), 137–159. https://doi.org/10.52634/mier/2021/v11/i1/1755

Issue

Volume 11, Issue 1, May 2021

Section

Articles

License

The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

  • Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
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