STEM (Science, Technology, Engineering, and Mathematics) subjects are important for innovation and economic development in every nation, yet for various reasons, many students choose to avoid these fields in further education or are underrepresented. By identifying key motivators, personal barriers, social influences, and educational factors, this research aimed to address the challenge of declining STEM enrolment by analysing the reasons influencing the decision-making process of students and making a comparison between two local schools in Devon. Data from one of the schools also included the role of humanities in STEM.
Anonymous questionnaires were completed by 77 students studying at Ivybridge Community College (ICC) and 70 students at Plymstock School (PS). Ethical approval was given by the University of Plymouth Faculty of Science and Engineering Research Ethics and Integrity Committee. The questionnaire explored student perceptions, attitudes, and experiences regarding STEM subjects, as well as familial and role model influences and demographics. Means (SD), medians, interquartile ranges, frequency distributions, qualitative analysis, unpaired t-tests, and Chi Square were used for analysis. P values of <0.05 were considered statistically significant.
Age of students between the two schools showed a significant difference (p=0.02), where mean age (SD) for PS was 16.9 (0.6) years and higher than for ICC, 16.7 (0.7) years. Chi squared analysis showed a significant gender difference too (p<0.0001), with PS having 37% female and 63% male, while ICC had 73% female and 27% male. Education of parents also showed a significant difference between schools (p<0.0001). ICC students responded more positively to science, math and technology-related statements, while PS responded more positively to engineering. For humanities, PS students responded the lowest compared to STEM categories.
These findings underscore the need for holistic STEM engagement strategies, emphasising hands-on experiences, mentorship, and broader career awareness. Future research should further explore the intersection of intrinsic motivation, societal factors, and access and opportunities to better support students in STEM fields. The future of arts and humanities in STEM learning and education also needs transparent discussion and coherent planning.