Research Problem
There has been substantial research about the ability level, motivation and self-efficacy at schools specialising in STEM education. Nonetheless, there is limited research on vocational choice, career development and aspirations of STEM students. Having observed this gap, this research study sought to fill this gap (Piotrowski & Hemasinha, 2012).
Article Research Goals
In filling the identified gap, the researchers asked the students about their anticipated occupational preferences, unique employment skills, and continuing educational plans (Piotrowski & Hemasinha, 2012).
Type of Research Being Undertaken
The researchers applied an exploratory approach, whereby the students were asked questions through an open-response format (Piotrowski & Hemasinha, 2012).
Population
The study population was drawn from a STEM specialty school at the School of Science and Engineering; University of West Florida (UWF) in Pen-Sacola, Florida. The sample population included forty undergraduate students majoring in Mathematics. The population comprised of 21 females and 19 males, who had enrolled in the STEM specialty school. Those who took part in the study were enrolled in the institution during the spring 2011 semester (Piotrowski & Hemasinha, 2012).
Limitations of the Research Study
The limitation of the research can be observed in the small sample that was drawn from only a single institution of higher learning. Therefore, the results of the research study can only be regarded as tentative (Piotrowski & Hemasinha, 2012).
Instrument and Methods of Data Collection
Data was collected using survey forms. These forms were distributed among students during class hours, and participation was voluntary. Various elements were contained in the survey forms. Essentially, the form asked basic information about the participants. These include gender of the participants, their major and post-graduation plans. The questions regarding vocational choice and career plans focussed on the anticipated field of employment, unique skills accomplished, technical training or certification after college, and the preferred geographic area for future employment. The data collected was analysed through frequency counts and percentage of endorsement based on collective data (Piotrowski & Hemasinha, 2012).
Conclusions
The conclusions of the study indicated that almost half of the participants intended to find employment and enrol in a graduate school at the same time. Entry-level job inclinations were noted as: High school mathematics teacher; college level teaching; government; engineering; and finance. In addition, 25 per cent of the participants looked forward to acquiring a teaching certificate (Piotrowski & Hemasinha, 2012).
Significance of the Study
The research supported previous studies related to schools of mathematics, science, and technology since these programs provided special academic preparation that is best suited for the enhancement of mathematics talent. The findings also confirmed that the relationship between vocational “interest” in mathematics and educational and career choice is strong. The sample population also depicted high level of confidence in their mastery of mathematics theory and application (Piotrowski & Hemasinha, 2012).
Do Recommendations Support Your Study (explain)
In this research study, it was recommended that further research should be carried out to address the various weaknesses observed in the study. Futuristic studies should focus on multiple STEM programs covering various geographical settings. Also, future research should examine developmental aspects contributing to a certain interest in mathematics. Lastly, future research should focus on vocational information that backs the choice of mathematics as a career path. These recommendations support the study because they address the limitations of the study that was conducted (Piotrowski & Hemasinha, 2012).
Reference
Piotrowski, C. & Hemasinha, R. (2012). Career Aspirations of Undergraduate Mathematics Majors: An Exploratory Study. College Student Journal, 46(1), 46-50.