Understanding the Relationship between Students’ Perception of Environmental and Psychological Variables and Their STEM Learning in Qatar: A Structural Equation Modelling Approach

Abstract

This research sought to investigate the relationship between students’ perceptions of various environmental and psychological factors and their STEM learning. The study incorporated quantitative exploratory design, including data from 1,625 students (preparatory & high school) in Qatar. It examined the relationships among five key variables, i.e., (a) the quality of teaching, (b) satisfaction with school, (c) the positive perception of the importance of mathematics/science for students’ future, (d) the fear of asking math/science questions, and (e) their STEM learning. The results of the regression analysis and structural equation modelling analysis demonstrated a significant relationship between the explored variables. A positive correlation has been computed between “quality of teaching,” “satisfaction with school,” “recognition of the importance of mathematics/science for the future,” and “students’ STEM learning”. In contrast, the variable “fear of asking mathematics/science questions” was found to be negatively associated with “students’ STEM learning.” This study research offers important recommendations for policymaking and suggests avenues for further investigation and research in this area.