INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION
Research Article

A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study

Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2282, https://doi.org/10.21601/ijese/12025
Full Text (PDF)

ABSTRACT

The need to train and equip students in science and mathematics integrated with technology, according to contemporary professions, has gained a lot of attention. Careers in this field demand that students do not just explore single subjects working independently, but rather look at how they can be integrated for application in real-world problems, provide solutions and help us take such an approach in STEM education. The use of technology enhances students’ learning and acts as an effective strategy for engaging a student in a science and mathematics classroom session. For implementing a meaningful STEM class, the teachers’ efficacy and beliefs, their perceptions of effective technological use by students to improve learning, their teaching outcome and expectancy, student engagement and 21st-century learning attitudes inculcated in students need to be looked into. The present study is a correlational one investigating the effect of teaching efficacy and beliefs, teaching outcome expectancy and 21st-century learning on student engagement. The results of the study show that students’ use of technology has a mediating effect on the relationship between teaching efficacy and beliefs and student engagement, whereas 21st-century learning attitudes do not have any mediating effect. Both student technology uses and 21st-century learning attitudes have a mediating effect on the relationship between teaching outcome expectancy and student engagement.

KEYWORDS

STEM education teaching efficacy and beliefs student technology use student engagement 21st- century skills

CITATION (APA)

Kareem, J., Thomas, R. S., & Nandini, V. S. (2022). A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2282. https://doi.org/10.21601/ijese/12025
Harvard
Kareem, J., Thomas, R. S., and Nandini, V. S. (2022). A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2282. https://doi.org/10.21601/ijese/12025
Vancouver
Kareem J, Thomas RS, Nandini VS. A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study. INTERDISCIP J ENV SCI ED. 2022;18(4):e2282. https://doi.org/10.21601/ijese/12025
AMA
Kareem J, Thomas RS, Nandini VS. A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study. INTERDISCIP J ENV SCI ED. 2022;18(4), e2282. https://doi.org/10.21601/ijese/12025
Chicago
Kareem, Jacqueline, Rebecca Susan Thomas, and V S Nandini. "A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study". Interdisciplinary Journal of Environmental and Science Education 2022 18 no. 4 (2022): e2282. https://doi.org/10.21601/ijese/12025
MLA
Kareem, Jacqueline et al. "A Conceptual Model of Teaching Efficacy and Beliefs, Teaching Outcome Expectancy, Student Technology Use, Student Engagement, and 21st-Century Learning Attitudes: A STEM Education Study". Interdisciplinary Journal of Environmental and Science Education, vol. 18, no. 4, 2022, e2282. https://doi.org/10.21601/ijese/12025

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