Degree Date

2-26-2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Dr. Mark Parr

Second Advisor

Dr. Kristeen Chachage

Third Advisor

Dr. John Braun

Abstract

Our world’s needs are rapidly shifting due to technology and innovation. Yet is education changing to appropriately prepare students? Are students even interested in pursuing an education oriented around science, technology, engineering, and mathematics (STEM)? Dominant theorists in this arena have been Jacqueline Eccles and Allan Wigfield with Situated Expectancy Value Theory (SEVT) and Robert Lent and Steven Brown with Social Cognitive Career Theory (SCCT). Nonetheless, Central America remains an understudied region generally and even more so regarding these explanatory theories about student interest. This study sought to investigate this question at the high school level by conducting interviews and a focus group with 10th-grade students at an international school with an American-styled curriculum in Honduras. The findings aligned with many factors from the models of SEVT and SCCT, along with some new surprises. Students identified the role of the teacher, their ability to set their own goals and grow, and learning activities significantly contributed to their interest or lack thereof in classes related to science, technology, engineering, and mathematics at the study site. Interestingly, students advocated strongly for hands-on assignments as well as working with peers. Students were also clear that long, repetitive, and abstract assignments did not capture their interest. Surprisingly, however, students did not perceive gender differences in student STEM interest nor in teacher effectiveness. In sum, multiple avenues of the topic deserve further investigation such that students can be further interested in meeting the needs of our ever- changing world.

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