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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	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./
Author:	Alzahrani, Eman Mohammed.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	226 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27998844
ISBN:	9798684649318

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.
Alzahrani, Eman Mohammed.

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. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 226 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--Concordia University Chicago, 2020.

This item must not be sold to any third party vendors.

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.

ISBN: 9798684649318Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Constructivism

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.
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245 1 3 $a 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.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 226 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Doering, Sandra.
502 $a Thesis (Ph.D.)--Concordia University Chicago, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a 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.
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