Thái độ của học sinh trung học cơ sở đối với các hoạt động trải nghiệm theo định hướng giáo dục STEM gắn với yếu tố địa phương trong học tập môn Toán

Tóm tắt

As STEM education receives increasing attention and the integration of local contexts into mathematics teaching is encouraged to enhance learning relevance, understanding students’ attitudes toward experiential learning activities has become increasingly important. This study examines lower secondary students’ attitudes toward STEM-oriented experiential learning activities integrated with local contexts in mathematics education. A total of 810 students from Grades 6-9 across urban, rural, and mountainous/highland areas participated in a questionnaire comprising 30 items across six factors. The findings indicate variations in students’ attitudes across these factors. Specifically, self-confidence in participation, local connectedness, and behavioral intention were relatively high, whereas perceived value was moderate, and students still reported certain barriers to participation. Statistically significant differences were identified by grade level, gender, and residential area. The instrument demonstrated high reliability (Cronbach’s Alpha > 0.89), while exploratory factor analysis (KMO = 0.911; Bartlett’s test, p < 0.001) provided preliminary evidence supporting the six-factor structure of the questionnaire. The findings provide practical implications for designing STEM experiential learning activities aligned with the characteristics of lower secondary students in Vietnam.