Effect of Problem-Based STEM Activities on 7th Grade Students' Mathematics Achievements, Attitudes, Anxiety, Self-Efficacy and Views

Autor/inn/en	Macun, Yavuz; Isik, Cemalettin
Titel	Effect of Problem-Based STEM Activities on 7th Grade Students' Mathematics Achievements, Attitudes, Anxiety, Self-Efficacy and Views
Quelle	In: International Journal of Contemporary Educational Research, 9 (2022) 1, S.87-102 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Macun, Yavuz) ORCID (Isik, Cemalettin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	STEM Education; Problem Based Learning; Grade 7; Mathematics Achievement; Student Attitudes; Self Efficacy; Student Interests; Vocational Interests; Middle School Students; Foreign Countries; Gender Differences; Mathematics Anxiety; Turkey + Suchen Sie Ihr Suchwort? STEM; Problem-based learning; Problemorientiertes Lernen; School year 07; 7. Schuljahr; Schuljahr 07; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Berufsinteresse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Geschlechterkonflikt; Türkei
Abstract	This study investigates the effect of problem-based STEM (Science, Technology, Engineering, Mathematics) activities on 7th-grade students' mathematics achievement, attitude, anxiety, self-efficacy, interest, and views. At the same time, the effects of these activities on students' anxiety, self-efficacy towards mathematics, and interest in STEM occupations were also examined. The study sample, which was selected using the convenience sampling method, consisted of 115 7th grade students of a public middle school in Turkey. In the quantitative phase of the research, a quasi-experimental research model with pre-test and post-test control group was used to determine the students' mathematics achievement, attitudes, anxiety, self-efficacy towards mathematics and interests in STEM careers. In the qualitative phase semi-structured interview was used to understand students' views on problem-based STEM activities and mathematics lessons in the qualitative part. Within the scope of the research, 6 different problem-based STEM activities related to ratio-proportion and percentages were applied to the experimental group students. The data collected from both groups before and after the implementation process were analyzed with descriptive statistics, independent samples t-test, and paired sample t-test. The results showed that problem-based STEM activities affect students' mathematics achievement, self-efficacy, and interest in mathematics. It also helps students reducing their mathematics anxiety. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01