Examination of Relationship between Secondary School Students' Robotic Coding Attitudes and STEM Career Interests
DOI:
https://doi.org/10.46328/ijte.843Keywords:
STEM Career, Robotic Coding, Secondary School StudentsAbstract
The aim of this study is to examine the relationship between middle school students' attitudes towards robotic coding and their STEM career interests. For this purpose, data were collected from a total of 213 students studying in three different secondary schools in a province in the south of Turkey. The "STEM Career Interest" scale and the "Robotic Coding Attitude" scale were used as data collection tools. The analysis of the data indicated that there was a moderate, statistically significant relationship between the participants' attitudes towards robotic coding and their STEM career interests. When the data were analyzed in terms of sub-dimensions, a medium-level significant relationship was found between the participants' attitudes towards robotics and their science, mathematics, and engineering career interests, and a high-level significant relationship was found between their technology career interests. Additionally, sub-factors of robotic coding attitude (interest, motivation, desire to learn, self-efficacy, and anxiety) significantly predicted the participants’ STEM career interests. Accordingly, it can be posited that as participants' attitudes towards robotic coding evolve, their interest in STEM careers also expands. Consequently, it is postulated that all activities that enhance attitudes and boost interest in robotic coding, whether conducted within or outside the school environment, will facilitate students' pursuit of a STEM-related career in the future.References
Erol, O., Akoz, O., & Gungor, R. (2024). Examination of relationship between secondary school students' robotic coding attitudes and STEM career interests. International Journal of Technology in Education (IJTE), 7(4), 814-828. https://doi.org/10.46328/ijte.843
Downloads
Published
Issue
Section
License
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Technology in Education (IJTE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
