الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 45
extrinsic factors likely to contribute to student STEM educational and career interest. Two main
statistical tests were carried out: independent sample t-tests and one way ANOVA. Results derived
from the study reveal that gender, nationality, and parental education and occupation served as
predictors of student interest in a STEM degree or profession. The results derived from this study
have important implications for STEM-related fields of study and career.
(16) Sellami, A., Al-Rakeb, N., & Tok, E. (2023). Secondary school students’ interest in STEM
careers in Qatar. Education Sciences, 13(4), 369. https://doi.org/10.3390/ educsci13040369
In light of the high demand for skilled professionals and talents internationally, STEM skills carry
special significance in today’s competitive economy. Drawing on the Social Cognitive Career
Theory (SCCT) and insights gleaned from the extant literature, our study sought to investigate the
factors that are likely to predict students’ interest in a STEM-related career in Qatar. An online
survey was administered online via computer-assisted web interviewing (CAWI) and paper-andPencil Interviewing (PAPI) during the Spring term of 2021. Data was gathered from a sample of
1505 secondary school students, including 278 in grade 11 and 764 in grade 12) students in Qatar.
Findings concluded from a two-level mixed-effects logistic regression revealed statistically
significant differences based on students’ age, nationality, and support from the family. Non-Qatari
(expatriate) students attending private schools are significantly more likely to display interest in
STEM-related careers. Additionally, taking a STEM course and teachers’ use of experiments
emerged as additional significant factors that affect student interest in a STEM-related career in
Qatar. Our results point to the need for instruction to incorporate and emphasize practical activities
to encourage students to engage in real-life STEM learning.
(17) Sellami, A., Santosh, M., Bhadra, J., & Ahmad, Z. (2023). High school students' STEM
interests and career aspirations in Qatar: An exploratory study. Heliyon, 9, e13898.
This study sought to explore high school students’ interest in science, technology, engineering, and
mathematics (STEM) related disciplines and careers in the context of Qatar. Quantitative data was
collected using a survey of 1492 high school students in grades 11–12. The normality tests
(Shapiro-Wilk test and Kolmogorov Smirnov test) revealed the non-normal distribution of data,
leading to employing non-parametric analyses, including Mann Whitney U test, Kruskal Wallis H,
and logistic regression. Results indicated that whereas students’ interest in mathematics and science
subjects was aligned with their likelihood to pursue STEM careers, however, their interest in
engineering and technology doesn’t line up with their STEM career aspirations. The findings also
revealed the variability of students’ STEM interests across gender and nationality. In general,
female students exhibited higher STEM interests than their male counterparts, while specially
expatriates were more inclined toward STEM than Qatari nationals. Overall, these findings
postulate the need to improve the exposure of males in general and Qatari nationals specifically to
STEM fields of study, particularly the subjects of engineering and technology, to meet the goals of
Qatar’s National Vision 2030.
(18) Romanowski, M. H., Alkhateeb, H., & Sellami, A. (2022). Problematizing K-12 “Best
Practices” in the Gulf Cooperation Council region. Equity in Education & Society, 1(3), 388-402.
https://doi.org/10.1177/27526461221131051
Emerging from the discourse of business in the 1960s, the concept of “best practices” has gained
increasing status in education but has rarely been problematized. This essay aims to problematize
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
