| In the 21st century,scientific and technological innovation fields are becoming increasingly important as we are facing the benefits and challenges of both globalisation and a knowledge-based economy.Students have to develop their competencies in Science,Technology,Engineering and Mathematics to levels much beyond to succeed in this new information-based and highly technological society.Therefore,STEM education has a much-needed role for development to cultivate students' innovative spirits and practical ability to fulfil the future requirements of the skilful workforce.Sri Lanka also requires a dynamic,motivated and well-educated workforce empowered with STEM skills.Under this background,well-organised STEM education system is going to be introduced in Sri Lanka.Nevertheless,current STEM education system of Sri Lanka is suffering from low participation and low enrolment,especially in the secondary level of education.The ministry of education had an objective to increase the enrolment of STEM subjects by decreasing enrolment of arts subjects.However,the target didn't achieve,and the government realised a root cause for this low enrolment is lack of positive STEM attitudes among studentsThe study has carried out to achieve three objectives;Identify the differences of STEM attitudes among secondary students;identify the impacts of demographical,educational and family factors on the difference of students'attitude towards STEM and the third objective was to identify the possible suggestions to improve positive STEM attitudes in secondary students according to their demographical,educational and family factors.This study analysed the differences of the STEM attitudes,the 21st-century skill confidence,and the STEM career interest among Sri Lankan students from Sabaragamuwa province according to students'grade,gender and parental education.The quantitative research methodology followed in this study and SPSS 16 software used in the data analysis.The researcher used Upper Elementary School and Middle/High School Student Attitudes toward STEM and 21st Century Skill Confidence Scale and STEM Career List as an instrument which has previously translated,validated and used in this studyThere were 1024 secondary students used for questioner survey in grade 7,9,10 and 11 from randomly selected eight schools.The results revealed that parental education relationship with Mathematics attitudes was significant as well as Mathematics marks were mediating the impact on parental education on Mathematics attitudes.There were no significant relationships of gender with STEM attitudes,21st-century skills and career choice,no significant impacts of parental education on Science,Engineering/Technology attitudes,21st-century skills and career choice.According to the findings,several recommendations can be made,such as interacting parents and students to enhance family and community partnerships by using activities like family Mathematics nights and awareness programmes.The governmental,non-governmental organisations or schools can provide extra books,learning resources for the students who are coming from low-income families to enhance their attitudes towards STEM.Furthermore,introducing after school additional Mathematics courses and it leads to improving students Mathematics attitudes.Field visits with parents to explore the importance of learning Mathematics and include some basic Mathematics lessons to adults' literacy classes for school leavers/elder people to help parents to well-armed in Mathematics to support their children. |
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