الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 44
quantitative exploratory design, including data from 1,625 students (preparatory & high school) in
Qatar. It examined the relationships among five key variables, i.e., (a) the quality of teaching, (b)
satisfaction with school, (c) the positive perception of the importance of mathematics/science for
students’ future, (d) the fear of asking math/science questions, and (e) their STEM learning. The
results of the regression analysis and structural equation modelling analysis demonstrated a
significant relationship between the explored variables. A positive correlation has been computed
between “quality of teaching,” “satisfaction with school,” “recognition of the importance of
mathematics/science for the future,” and “students’ STEM learning”. In contrast, the variable “fear
of asking mathematics/science questions” was found to be negatively associated with “students’
STEM learning.” This study research offers important recommendations for policymaking and
suggests avenues for further investigation and research in this area.
(14) Sellami, A., Ammar, M., Siby, N., Bhadra, J., & Ahmad, Z. (2023). High school students’
perceptions of the role of social support in cultivating their interests in and aspirations to STEM
degrees and careers – A Middle Eastern case study. Sustainability, 15(17), 12960.
https://doi.org/10.3390/su151712960
This case study intends to comprehend students’ perceptions of social support in cultivating their
interests and aspirations for science, mathematics, engineering, and technology (STEM) degrees
and careers. Survey-based quantitative research was employed, incorporating data from 1426 high
school (grade 11th–12th) students in Qatar. The survey instrument encompassed four dimensions,
i.e., (1) participants’ demographics, (2) STEM interests, (3) STEM supports/barriers and (4) STEM
career aspirations to understand students’ perceptions. Spearman’s Rho correlation test
demonstrated a positive correlation between students’ perceived social support (from family,
teachers, and society) and their STEM interests (p < 0.01). Findings from the Mann-Whitney U test
illustrated that females perceived enhanced social support (from teachers and society) in Qatar (p
< 0.05). Even though teachers and society have been the stimulus to developing students’ STEM
interests, there is still room to implement a policy for the consequential influence in constructing
students’ STEM career aspirations. Thus, we believe these findings would urge policymakers to
design tools that enable teachers and society to nurture, cultivate and sustain interest in STEM
among the youth to meet Qatar’s National Vision 2030.
(15) Sellami, A., Al-Ali, A.K., N., Allouh, A., & Al-Hazbi, S. (2023). Student attitudes and
interest in STEM in Qatar. A Social Cognitive Theory approach. Sustainability, 15, 7504.
https://doi.org/10.3390/ su15097504
STEM (science, technology, engineering, and math) has taken center stage as a priority policy
agenda for Qatar’s leadership. At present, STEM stands as a fundamental catalyst for Qatar’s
sustainable economic, environmental, human, and social development goals, as is outlined in the
Qatar National Vision 2030. The aim of this exploratory study was to investigate the determinants
of students’ interest in pursuing Science, Technology, Engineering, and Mathematics (STEM)
studies
and eventual careers in Qatar. This study used a survey involving a representative sample of a total
of 425 students from public (government-funded) middle schools in the country. Data for this
research were gathered using a survey distributed to students in grades 7, 8, and 9. Guided by the
Social Cognitive Theory, a survey was implemented with a view to investigating the intrinsic and
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