Effects of engaging classroom strategies and teacher support on student outcomes over school transitions

Abstract

Recruitment of students into engineering undergraduate programs depends to a large degree on maintaining their achievement and interest in math and science over the school years prior to college. Previous research indicates that significant declines in perceived ability and interest in math and science occur during the transitions to middle school and high school. Self-perceptions and attitudes are often reported to be lower at these points for girls than boys. We present an empirical investigation of the effect of students' perceptions of teacher support and classroom strategies on student interest and efficacy in math and science during middle school and high school transitions. Results suggest that students who perceived their teachers as practicing more effective instruction (more support for students, more engaging classroom strategies) were less likely to show declines in their interest and efficacy in math and science as they made these critical transitions. © 2011 American Society for Engineering Education.