Factors influencing students' decisions to enrol in computing or engineering degrees : the impact of undertaking STEM-related activities prior to the university enrolments

Abstract

Skills developed through STEM (Science, Technology, Engineering, and Mathematics) education have become essential in rapidly evolving industries. In Australia, occupations and jobs that require STEM knowledge and skills are expected to grow in the next years. However, there is a relatively low number of students undertaking STEM degrees compared to non-STEM degrees (Dobson, 2018). Therefore, increasing students' participation in STEM education becomes and remains a national priority. The overarching aim of this study is to enhance students' engagement and participation in STEM degrees, in particular, Computing and Engineering degrees, by gaining an in-depth understanding of the reasons that influence students' enrolment decisions. Over the past years, extensive literary research has been conducted looking into students' confidence and personal motivators (Bahar & Adiguzel, 2016), social persuasion from teachers and parents (Srisupawong et al., 2019; Tomaszewski et al., 2017), impacts of parents' occupations (Harwell & Houston, 2012), vicarious experiences including social modelling and the impacts of these factors on students' future studies (Lamers & Mason, 2018). However, literature exploring the effect of students' engagements in STEM-related activities and programs prior to tertiary study and the impacts of these activities on students' decisions to undertake STEM related degrees, has not been explored in detail. The purpose of this study therefore, is first, to identify if previous exposures to STEM-related activities are positively correlated with students' perception of their computer abilities and thus, their decisions to enrol in a Computing or Engineering degree; second, assess other factors influencing students' study options such as, social persuasion and social modelling; and third, identify factors that are not essentially having a direct impact on students' perception but may influence students' decisions to pursue further studies in Computing or Engineering degrees.

Date of Award	2021
Original language	English