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Motivation Scale for STEM Fields

Yıl 2019, Cilt: 7 Sayı: 14, 540 - 557, 29.10.2019

Esra Kızılay Havva Yamak Nusret Kavak

https://doi.org/10.18009/jcer.617514
Cited By: 2

Öz

In
this study, it is aimed to develop a measurement tool to be used to determine
the motivation of high school students towards STEM fields. 29-item motivation
scale trial form for STEM fields was applied to 462 high school students in
their 2016-2017 academic years, studying in four schools of Kayseri. Exploratory
Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed for
the construct validity through the data set obtained from the study group.
According to the results of Exploratory Factor Analysis (EFA), it was
determined that the scale consisted of 22 items and 4 sub-dimensions. Scale
subdimensions were named as: confidence, relevance, attention, satisfaction. It
was determined that the four-factor structure related to the scale explained
78% of the total variance. The Cronbach alpha coefficient was 97 for the whole
scale.

Anahtar Kelimeler

STEM motivation STEM career scale development

Teşekkür

This study was produced from the doctoral thesis of the first author, which has been presented as an oral presentation at World STEM Education Conference and the abstract has been published.

Kaynakça

  • Aeschlimann, B., Herzog, W., & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools. International Journal of Educational Research, 79, 31-41.
  • Bahar, A., & Adiguzel, T. (2016). Analysis of factors influencing ınterest in STEM career: Comparison between American and Turkish high school students with high ability. Journal of STEM Education: Innovations and Research, 17(3), 64-69.
  • Baypinar, K., & Tarim, K. (2019). The development of mathematical literacy self-efficacy scale for middle school: a reliability and validity study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 878-909.
  • BCG (2019). https://www.bcg.com/capabilities/operations/embracing-industry-4.0-rediscovering-growth.aspx
  • Buyruk, B., & Korkmaz, Ö. (2016). FeTeMM farkındalık ölçeği (FFÖ): Geçerlik ve güvenirlik çalışması [STEM awareness scale (SAS): Validity and reliability study]. Journal of Turkish Science Education, 11(1), 3-23.
  • Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). A retrospective analysis of STEM career interest among mathematics and science academy students. International Journal of Learning, Teaching and Educational Research, 10(1).
  • Cetin Dindar, A. & Geban, O. (2015). Fen bilimleri motivasyon ölçeğinin Türkçe’ye ve Kimya’ya uyarlanması: geçerlilik çalışması [Adaptation of the science motivation scale into Turkish and chemistry: Analysis of validity]. Pegem Eğitim ve Öğretim Dergisi, 5(1), 15-34.
  • Cevik, M. (2017). Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması [A study of STEM Awareness Scale development for high school teachers]. International Journal of Human Sciences, 14(3), 2436-2452.
  • Cokluk, Ö., Sekercioglu, G. & Buyukozturk, S. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Ankara: Pegem Akademi.
  • Derin, G., Aydin, E., & Kirkic, K. A. (2017). STEM (Fen-Teknoloji-Mühendislik–Matematik) eğitimi tutum ölçeği [A scale on the attitudes towards STEM education]. El-Cezeri Journal of Science and Engineering, 4(3), 547-559.
  • DeVellis (2014). Ölçek geliştirme ilkeleri. T. Totan (Çev. Ed.), Ölçek Geliştirme (A. S. Sağkal, Çev.) [Scale development] içinde (s.73-114). Ankara: Nobel.
  • Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279.
  • Haciomeroglu, G., & Bulut, A. S. (2016). Entegre FeTeMM öğretimi yönelim ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması [Integrative STEM teaching intention questionnaire: A validity and reliability study of the Turkish form]. Eğitimde Kuram ve Uygulama, 12(3), 654-669.
  • Ilhan, M., & Cetin, B. (2013). Ortaokul öğrencilerinin matematik odaklı akademik risk alma davranışları: bir ölçek geliştirme çalışması [Secondary school students' academic risk taking behaviors: A scale development study]. E-uluslararası Eğitim Araştırmaları Dergisi, 4(2), 1-28.
  • Jayarajah, K., Saat, R. M. & Rauf, R. A. A. (2014). A review of science, technology, engineering & mathematics (STEM) education research from 1999-2013: A malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 10(3).
  • Karagoz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler [SPSS 23 and AMOS 23 applied statistical analysis]. Ankara: Nobel.
  • Kearney, C. (2016). Efforts to increase students’ interest in pursuing mathematics, science and technology studies and careers. National measures taken by 30 countries – 2015 Report, European Schoolnet, Brussels.
  • Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, USA: Springer.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2013). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 1-21.
  • Koyunlu Unlu, Z., Dokme, I., & Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63, 21-36.
  • Kuscu, P. C. (2018). Yeni bir dönem: “Sanayi 4.0” [A new era: “Industry 4.0”]. İŞKUR Meslek Seçimine Destek, 5. Korza Yayıncılık: Ankara.
  • Milner, D. I., Horan, J. J., & Tracey, T. J. (2014). Development and evaluation of STEM interest and self-efficacy tests. Journal of Career Assessment, 22(4), 642-653.
  • Mizell, S., & Brown, S. (2016). The current status of STEM education research 2013-2015. Journal of STEM Education: Innovations and Research, 17(4), 52.
  • Oh, Y. J., Jia, Y., Lorentson, M., & LaBanca, F. (2013). Development of the educational and career interest scale in science, technology, and mathematics for high school students. Journal of Science Education and Technology, 22(5), 780-790.
  • Ozdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme/ yapısal eşitlik modellemesi [Scale and test development / structural equation modeling in education, health and behavioral sciences]. Eskişehir: Nisan Kitabevi.
  • Robnett, R. D., & Leaper, C. (2012). Friendship groups, personal motivation, and gender in relation to high school students' STEM career interest. Journal of Research on Adolescence, 23(4), 652-664.
  • Secer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma [Practical data analysis with SPSS and LISREL: Analysis and reporting]. Ankara: Anı Yayıncılık.
  • Seker, G., & Kaya, A. (2018). Lise öğrencilerinin meslek seçiminde aile desteği: Bir ölçek geliştirme çalışması [Family Support in High School Students’ Choice of Vocation: A Scale Development Study]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 8(49), 157-171.
  • Tahiroglu, M., & Cakır, S. (2014). İlkokul 4. sınıflara yönelik matematik motivasyon ölçeğinin geliştirilmesi [Development of mathematics motivation scale related to elementary education 4th grade]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(3), 29-48.
  • Tavsancil, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi [Measurement of attitudes and data analysis with SPSS] (4. edition). Ankara: Nobel Yayın Dağıtım.
  • Tyler-Wood, T., Knezek, G., & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 345-368.
  • UKCES (2015). Reviewing the requirement for high level STEM skills.
  • Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121.
  • Yildirim, B. & Selvi, M. (2015). STEM tutum ölçeğinin Türkçeye uyarlanması [Adaptation of STEM attitude scale to Turkish]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish 10(3), 1107-1120.
  • Yilmaz, H., Yigit Koyunkaya, M., Guler, F., & Guzey, S. (2017). Fen, Teknoloji, Mühendislik, Matematik (STEM) eğitimi tutum ölçeğinin Türkçe’ye uyarlanması [Turkish adaptation of the attitudes toward Science, Technology, Engineering, and Mathematics (STEM) education scale]. Kastamonu Eğitim Dergisi, 25(5), 1787-1800.

Motivation Scale for STEM Fields

Yıl 2019, Cilt: 7 Sayı: 14, 540 - 557, 29.10.2019

Esra Kızılay Havva Yamak Nusret Kavak

https://doi.org/10.18009/jcer.617514
Cited By: 2

Öz

In
this study, it is aimed to develop a measurement tool to be used to determine
the motivation of high school students towards STEM fields. 29-item motivation
scale trial form for STEM fields was applied to 462 high school students in
their 2016-2017 academic years, studying in four schools of Kayseri. Exploratory
Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed for
the construct validity through the data set obtained from the study group.
According to the results of Exploratory Factor Analysis (EFA), it was
determined that the scale consisted of 22 items and 4 sub-dimensions. Scale
subdimensions were named as: confidence, relevance, attention, satisfaction. It
was determined that the four-factor structure related to the scale explained
78% of the total variance. The Cronbach alpha coefficient was 97 for the whole
scale.

Anahtar Kelimeler

STEM motivation STEM career

Kaynakça

  • Aeschlimann, B., Herzog, W., & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools. International Journal of Educational Research, 79, 31-41.
  • Bahar, A., & Adiguzel, T. (2016). Analysis of factors influencing ınterest in STEM career: Comparison between American and Turkish high school students with high ability. Journal of STEM Education: Innovations and Research, 17(3), 64-69.
  • Baypinar, K., & Tarim, K. (2019). The development of mathematical literacy self-efficacy scale for middle school: a reliability and validity study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 878-909.
  • BCG (2019). https://www.bcg.com/capabilities/operations/embracing-industry-4.0-rediscovering-growth.aspx
  • Buyruk, B., & Korkmaz, Ö. (2016). FeTeMM farkındalık ölçeği (FFÖ): Geçerlik ve güvenirlik çalışması [STEM awareness scale (SAS): Validity and reliability study]. Journal of Turkish Science Education, 11(1), 3-23.
  • Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). A retrospective analysis of STEM career interest among mathematics and science academy students. International Journal of Learning, Teaching and Educational Research, 10(1).
  • Cetin Dindar, A. & Geban, O. (2015). Fen bilimleri motivasyon ölçeğinin Türkçe’ye ve Kimya’ya uyarlanması: geçerlilik çalışması [Adaptation of the science motivation scale into Turkish and chemistry: Analysis of validity]. Pegem Eğitim ve Öğretim Dergisi, 5(1), 15-34.
  • Cevik, M. (2017). Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması [A study of STEM Awareness Scale development for high school teachers]. International Journal of Human Sciences, 14(3), 2436-2452.
  • Cokluk, Ö., Sekercioglu, G. & Buyukozturk, S. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Ankara: Pegem Akademi.
  • Derin, G., Aydin, E., & Kirkic, K. A. (2017). STEM (Fen-Teknoloji-Mühendislik–Matematik) eğitimi tutum ölçeği [A scale on the attitudes towards STEM education]. El-Cezeri Journal of Science and Engineering, 4(3), 547-559.
  • DeVellis (2014). Ölçek geliştirme ilkeleri. T. Totan (Çev. Ed.), Ölçek Geliştirme (A. S. Sağkal, Çev.) [Scale development] içinde (s.73-114). Ankara: Nobel.
  • Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279.
  • Haciomeroglu, G., & Bulut, A. S. (2016). Entegre FeTeMM öğretimi yönelim ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması [Integrative STEM teaching intention questionnaire: A validity and reliability study of the Turkish form]. Eğitimde Kuram ve Uygulama, 12(3), 654-669.
  • Ilhan, M., & Cetin, B. (2013). Ortaokul öğrencilerinin matematik odaklı akademik risk alma davranışları: bir ölçek geliştirme çalışması [Secondary school students' academic risk taking behaviors: A scale development study]. E-uluslararası Eğitim Araştırmaları Dergisi, 4(2), 1-28.
  • Jayarajah, K., Saat, R. M. & Rauf, R. A. A. (2014). A review of science, technology, engineering & mathematics (STEM) education research from 1999-2013: A malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 10(3).
  • Karagoz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler [SPSS 23 and AMOS 23 applied statistical analysis]. Ankara: Nobel.
  • Kearney, C. (2016). Efforts to increase students’ interest in pursuing mathematics, science and technology studies and careers. National measures taken by 30 countries – 2015 Report, European Schoolnet, Brussels.
  • Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, USA: Springer.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2013). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 1-21.
  • Koyunlu Unlu, Z., Dokme, I., & Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63, 21-36.
  • Kuscu, P. C. (2018). Yeni bir dönem: “Sanayi 4.0” [A new era: “Industry 4.0”]. İŞKUR Meslek Seçimine Destek, 5. Korza Yayıncılık: Ankara.
  • Milner, D. I., Horan, J. J., & Tracey, T. J. (2014). Development and evaluation of STEM interest and self-efficacy tests. Journal of Career Assessment, 22(4), 642-653.
  • Mizell, S., & Brown, S. (2016). The current status of STEM education research 2013-2015. Journal of STEM Education: Innovations and Research, 17(4), 52.
  • Oh, Y. J., Jia, Y., Lorentson, M., & LaBanca, F. (2013). Development of the educational and career interest scale in science, technology, and mathematics for high school students. Journal of Science Education and Technology, 22(5), 780-790.
  • Ozdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme/ yapısal eşitlik modellemesi [Scale and test development / structural equation modeling in education, health and behavioral sciences]. Eskişehir: Nisan Kitabevi.
  • Robnett, R. D., & Leaper, C. (2012). Friendship groups, personal motivation, and gender in relation to high school students' STEM career interest. Journal of Research on Adolescence, 23(4), 652-664.
  • Secer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma [Practical data analysis with SPSS and LISREL: Analysis and reporting]. Ankara: Anı Yayıncılık.
  • Seker, G., & Kaya, A. (2018). Lise öğrencilerinin meslek seçiminde aile desteği: Bir ölçek geliştirme çalışması [Family Support in High School Students’ Choice of Vocation: A Scale Development Study]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 8(49), 157-171.
  • Tahiroglu, M., & Cakır, S. (2014). İlkokul 4. sınıflara yönelik matematik motivasyon ölçeğinin geliştirilmesi [Development of mathematics motivation scale related to elementary education 4th grade]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(3), 29-48.
  • Tavsancil, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi [Measurement of attitudes and data analysis with SPSS] (4. edition). Ankara: Nobel Yayın Dağıtım.
  • Tyler-Wood, T., Knezek, G., & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 345-368.
  • UKCES (2015). Reviewing the requirement for high level STEM skills.
  • Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121.
  • Yildirim, B. & Selvi, M. (2015). STEM tutum ölçeğinin Türkçeye uyarlanması [Adaptation of STEM attitude scale to Turkish]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish 10(3), 1107-1120.
  • Yilmaz, H., Yigit Koyunkaya, M., Guler, F., & Guzey, S. (2017). Fen, Teknoloji, Mühendislik, Matematik (STEM) eğitimi tutum ölçeğinin Türkçe’ye uyarlanması [Turkish adaptation of the attitudes toward Science, Technology, Engineering, and Mathematics (STEM) education scale]. Kastamonu Eğitim Dergisi, 25(5), 1787-1800.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Esra Kızılay 0000-0001-8329-0186

Havva Yamak 0000-0002-1666-0746

Nusret Kavak 0000-0001-6509-2653

Yayımlanma Tarihi 29 Ekim 2019
Gönderilme Tarihi 9 Eylül 2019
Kabul Tarihi 10 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 7 Sayı: 14

Kaynak Göster

APA Kızılay, E., Yamak, H., & Kavak, N. (2019). Motivation Scale for STEM Fields. Journal of Computer and Education Research, 7(14), 540-557. https://doi.org/10.18009/jcer.617514

Cited By

Meta-Analysis of Computational Thinking Studies in Science Education: Descriptive Statistics
Sakarya University Journal of Education
https://doi.org/10.19126/suje.975108
STEM'E İLİŞKİN ANADOLU LİSESİ VE MESLEKİ VE TEKNİK ANADOLU LİSESİ ÖĞRENCİLERİNİN BAKIŞ AÇISININ DEĞERLENDİRİLMESİ
Milli Eğitim Dergisi
https://doi.org/10.37669/milliegitim.800473
 Kapak Resmi İndir

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