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Perceptions of Selective STEM High School Graduates: Deep versus Surface Learning, College Readiness, and Persistence in STEM

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Title: Perceptions of Selective STEM High School Graduates: Deep versus Surface Learning, College Readiness, and Persistence in STEM
Language: English
Authors: Almarode, John T., Subotnik, Rena F., Steenbergen-Hu, Saiying, Lee, Geesoo Maie
Source: Research in the Schools. Spr 2018 25(1):72-84.
Availability: Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Student Attitudes, STEM Education, High School Graduates, College Readiness, Academic Persistence, Learning Processes, Educational Attainment, Scientific Concepts, Mathematical Concepts, Interdisciplinary Approach, Self Efficacy, Instructional Effectiveness, Institutional Characteristics, Public Schools, Majors (Students), Special Schools
ISSN: 1085-5300
Abstract: The purpose of this study was to investigate links among experiences commonly associated with strategies and experiences of surface versus deep learning in science, technology, engineering, and mathematics (STEM) courses, STEM school graduates' (n = 3,526) reported level of college readiness, and eventual completion of university degrees in a STEM discipline. Using logistic regression analysis, we identified 4 variables linked to reported feelings of college readiness of graduates of specialized STEM high schools and their reported undergraduate degrees. These variables comprised: (a) the level of focus on deep conceptual understanding in STEM content, (b) the number of concepts covered in high school STEM classes, (c) the depth of concept coverage, and (d) connections made between STEM concepts and other content areas. Of these 4 variables, some were found to be positively associated with graduates' feelings of college readiness; yet, no variables were associated with earning an undergraduate degree in STEM.
Abstractor: As Provided
Entry Date: 2020
Access URL: https://www.msera.org/publications-rits.html
Accession Number: EJ1246952
Database: ERIC
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  Data: Perceptions of Selective STEM High School Graduates: Deep versus Surface Learning, College Readiness, and Persistence in STEM
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  Data: <searchLink fieldCode="AR" term="%22Almarode%2C+John+T%2E%22">Almarode, John T.</searchLink><br /><searchLink fieldCode="AR" term="%22Subotnik%2C+Rena+F%2E%22">Subotnik, Rena F.</searchLink><br /><searchLink fieldCode="AR" term="%22Steenbergen-Hu%2C+Saiying%22">Steenbergen-Hu, Saiying</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Geesoo+Maie%22">Lee, Geesoo Maie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+in+the+Schools%22"><i>Research in the Schools</i></searchLink>. Spr 2018 25(1):72-84.
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  Data: Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: 1085-5300
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  Label: Abstract
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  Data: The purpose of this study was to investigate links among experiences commonly associated with strategies and experiences of surface versus deep learning in science, technology, engineering, and mathematics (STEM) courses, STEM school graduates' (n = 3,526) reported level of college readiness, and eventual completion of university degrees in a STEM discipline. Using logistic regression analysis, we identified 4 variables linked to reported feelings of college readiness of graduates of specialized STEM high schools and their reported undergraduate degrees. These variables comprised: (a) the level of focus on deep conceptual understanding in STEM content, (b) the number of concepts covered in high school STEM classes, (c) the depth of concept coverage, and (d) connections made between STEM concepts and other content areas. Of these 4 variables, some were found to be positively associated with graduates' feelings of college readiness; yet, no variables were associated with earning an undergraduate degree in STEM.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 72
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: High School Graduates
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Public Schools
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      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Special Schools
        Type: general
    Titles:
      – TitleFull: Perceptions of Selective STEM High School Graduates: Deep versus Surface Learning, College Readiness, and Persistence in STEM
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            NameFull: Almarode, John T.
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            NameFull: Subotnik, Rena F.
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            NameFull: Steenbergen-Hu, Saiying
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            NameFull: Lee, Geesoo Maie
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