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Journals / Online Science Education Journal / 2023 / Cilt: 8 Sayı: 2

Investigation of secondary school students’ self-efficacy for STEM activities

Uğur Bahçepınar(Yozgat Bozok University School of Graduate Studies)0000-0001-6776-0854
Ferhat Karakaya(Yozgat Bozok Üniversitesi)0000-0001-5448-2226
Pages
31–46
Publication Date
2023-12-30
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

However, it was stated that the students' self-efficacy in STEM activities differed statistically according to their achievement scores.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The STEM education approach aims to raise qualified individuals who can create global competitiveness.
📊
Key Findings & Data:The research, in which the survey design was used, was conducted with 786 (N1=445; N2=341) secondary school students. “STEM Activities Self-Efficacy Scale (STEM-ASES)” was developed, in which the χ2/df value and the model-structure fit perfectly and it fits well according to the CFI and TLI values with a reliability coefficient of (0.939).
💡
Conclusion & Impact:However, it was stated that the students' self-efficacy in STEM activities differed statistically according to their achievement scores.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:STEM · STEM self-efficacy · secondary school students

Abstract

The STEM education approach aims to raise qualified individuals who can create global competitiveness. The high self-efficacy of the students in STEM disciplines will ensure that the goals are achieved smoothly. This research was aimed to develop a valid and reliable scale that can measure secondary school students' self-efficacy towards STEM activities. In addition, it was aimed to examine secondary school students' self-efficacy towards STEM activities in terms of different variables. The research, in which the survey design was used, was conducted with 786 (N1=445; N2=341) secondary school students. “STEM Activities Self-Efficacy Scale (STEM-ASES)” was developed, in which the χ2/df value and the model-structure fit perfectly and it fits well according to the CFI and TLI values with a reliability coefficient of (0.939). In addition, as a result of the research, it was stated that the secondary school students’ STEM activities self-efficacy scores did not show a statistically significant difference according to the variables of gender, school type, class level and frequency of technological use. However, it was stated that the students' self-efficacy in STEM activities differed statistically according to their achievement scores.

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Cite This Article

Bahçepınar, U., Karakaya, F. (2023). Investigation of secondary school students’ self-efficacy for STEM activities. Online Science Education Journal, Cilt: 8 Sayı: 2, 31–46. https://ajindex.com/articles/1637848

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