عنوان

An Examination of Students' Gender, Teachers' Self-Reported Effectiveness, and Students' Interest in Science, Technology, Engineering, and Mathematics (STEM) as Mandated by Saudi Arabia's Vision 2030

شماره

TLpq2455591918

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

An Examination of Students' Gender, Teachers' Self-Reported Effectiveness, and Students' Interest in Science, Technology, Engineering, and Mathematics (STEM) as Mandated by Saudi Arabia's Vision 2030

نام عام مواد

[Thesis]

نام نخستين پديدآور

Alzahrani, Eman Mohammed

نام ساير پديدآوران

Doering, Sandra

نام ناشر، پخش کننده و غيره

Concordia University Chicago

تاریخ نشرو بخش و غیره

2020

نام خاص و کميت اثر

226

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

Concordia University Chicago

امتياز متن

2020

متن يادداشت

The purpose of this study was to determine whether differences in interest in STEM for student gender and teachers' self-reported effectiveness impact students' interest in science, technology, engineering, and mathematics (STEM), based on a survey of science teachers and 11th-and 12th- grade students in the high schools in the city of Jeddah, Saudi Arabia. This study was addressed through a quantitative survey study design using the Instrument for Teachers' Self-Effectiveness Toward Teaching Integrated STEM and the modified version of the Student Interest Scale (SIS-STEM). The theoretical foundations for this study included constructivism, which has contributed significantly to STEM programs, making a marked impact on students' social and cognitive development. Teacher participants included males and females who taught science, chemistry, physics, and mathematics; student participants included males and females enrolled in 11th and 12th grade in Jeddah, Saudi Arabia. Results indicated that female students' interest in STEM was higher than male students' interest in STEM. In addition, there was a weak positive correlation between teachers' self-reported effectiveness and students' interest in STEM. These findings are important in understanding how and to what degree educational administrators need to assess and rework the science curriculum in the Saudi system not only to better prepare students for leadership roles in a changing economy (per the Vision 2030 framework) but also how to help science teachers educate and motivate students toward this end.

موضوع مستند نشده

Middle Eastern studies

موضوع مستند نشده

Science education

مستند نام اشخاص تاييد نشده

Alzahrani, Eman Mohammed

مستند نام اشخاص تاييد نشده

Doering, Sandra

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y