Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM)

Authors

  • Ferhat Karakaya Kahramanmaras Sütcü Imam University
  • Sakine Serap Avgın Kahramanmaras Sütcü Imam University

Keywords:

FeTeMM, FeTeMM Education, STEM, Attitude

Abstract

In this research, which is done in order to determine the demographical features on middle school students’  6th, 7th and 8th  grades towards FeTeMM (STEM), scanning design is used. It is performed with 581 middle school students, and data are collected through Middle School Students’ point of view to Stem (S-Stem) scale. The research is implemented during 2015-2016 spring period. For statistical evaluation of gathered data, independent t-test and one direction variance analysis (anova), one direction variance analysis Kruskal-Wallis are used. Also, data are evaluated on 0.05 level relevance and its percentage, frequency, average and standard deviation levels are calculated. According to findings gathered from the study, it is seen that opinion of students to FeTeMM (STEM), the mother education level and father education level have a great effect but gender and class level haven’t. On the other hand, applied sciences, like maths, engineering and 21st century skills, the effects of students’ gender, mom and father education level and grade level are expressed.

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Author Biographies

Ferhat Karakaya, Kahramanmaras Sütcü Imam University

MS. Research Assist, Kahramanmaras Sutcu Imam University, Faculty of Education, Department of Mathematics and Science Education

Sakine Serap Avgın, Kahramanmaras Sütcü Imam University

Assoc. Prof. Dr., Kahramanmaras Sutcu Imam University, Faculty of Education, Department of Mathematics and Science Education

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Published

2016-10-21

How to Cite

Karakaya, F., & Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM). Journal of Human Sciences, 13(3), 4188–4198. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/4104

Issue

Vol. 13 No. 3 (2016)

Section

Science Education

License

Uluslararası İnsan Bilimleri Dergisi ISSN:1303-5134
International Journal of Human Sciences ISSN:2458-9489
 
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