Effects of teaching approaches on science subject choice toward STEM career orientation of Vietnamese students

Van Thi Hong Ho; Hanh Thi Thuy Doan; Ha Thanh Vo; Thanh Thi Nguyen; Chi Thi Nguyen; Chinh Ngoc Dao; Dzung Trung Le; Trang Gia Hoang; Nga Thi Hang Nguyen; Ngoc Hoan Le; Gai Thi Tran; Duc Trong Nguyen; Van Thi Hong Ho; Hanh Thi Thuy Doan; Ha Thanh Vo; Thanh Thi Nguyen; Chi Thi Nguyen; Chinh Ngoc Dao; Dzung Trung Le; Trang Gia Hoang; Nga Thi Hang Nguyen; Ngoc Hoan Le; Gai Thi Tran; Duc Trong Nguyen

doi:10.3934/steme.2025024

STEM Education

2025, Volume 5, Issue 3: 498-514. doi: 10.3934/steme.2025024

Previous Article Next Article

Research article Topical Sections

Effects of teaching approaches on science subject choice toward STEM career orientation of Vietnamese students

1.
General Educational Sustainable Development Center, The Vietnam National Institute of Educational Sciences, Hanoi, Vietnam; hohongvan77@gmail.com, hanhdtt@gesd.edu.vn, havt@gesd.edu.vn, thanhnt@gesd.edu.vn, chint@gesd.edu.vn, chinhdn@gesd.edu.vn
2.
General Education Department, Ministry of Education and Training, Hanoi, Vietnam; Ltd.gdtrh@gmail.com
3.
Faculty of Biology, Thai Nguyen University of Education, Thai Nguyen, Vietnam; Ltd.gdtrh@gmail.com
4.
Faculty of Educational Sciences, VNU University of Education, Vietnam National University, Hanoi, Hanoi, Vietnam; hoanggiatrang@vnu.edu.vn
5.
Faculty of Biology, Hanoi National University of Education, Hanoi, Vietnam; ngalinhduc2001@gmail.com, hoanln@hnue.edu.vn
6.
Faculty of Biology, College of Education, Vinh University, Vinh, Vietnam; Tranthigaidhv@gmail.com
7.
Dai Cuong High School, Hanoi, Vietnam; ducnt@gesd.edu.vn

Received: 21 December 2024 Revised: 20 April 2025 Accepted: 08 May 2025 Published: 20 May 2025

This study aims to examine the effects of science teaching approaches such as experiential teaching and learning, teaching the relevance of studying and careers, science application teaching on the science subjects choices and science, technology, engineering, and mathematic (STEM) career aspirations of upper secondary students', and recommendations for science teachers using teaching approaches and methods to promote the effectiveness of STEM-oriented teaching in their lectures. A online survey questionnaire that combined with a direct investigation using contact and interview methods, in which the students measured three teaching approaches, such as 'experiential teaching, ' 'teaching the application of science, ' and 'teaching the relevance of study and career, ' was distributed to 1768 Vietnamese students in 10th grade (aged 16 years) in Hanoi and some northern, central, and southern provinces of Vietnam. Data were collected using a questionnaire and analyzed through correlations and regressions. These findings revealed that teaching the 'applications of science' and 'the relevance of study and career' were measured teaching approaches to associate with a high school students' choice of science subject and their STEM career aspiration, alongside accounting for other teaching approaches. Conversely, the findings showed that the "experiential teaching" had no association with a students' utility of science, self-efficacy, or the science subject choice. This study's implications offer valuable guidance to science educators in selecting and implementing teaching strategies that boost the impact of STEM education in their classrooms and inspire students to choose science-related paths.
- science teaching,
- subject choice,
- career orientation,
- STEM career aspiration,
- Vietnamese student
Citation: Van Thi Hong Ho, Hanh Thi Thuy Doan, Ha Thanh Vo, Thanh Thi Nguyen, Chi Thi Nguyen, Chinh Ngoc Dao, Dzung Trung Le, Trang Gia Hoang, Nga Thi Hang Nguyen, Ngoc Hoan Le, Gai Thi Tran, Duc Trong Nguyen. Effects of teaching approaches on science subject choice toward STEM career orientation of Vietnamese students[J]. STEM Education, 2025, 5(3): 498-514. doi: 10.3934/steme.2025024

Related Papers:

Abstract

This study aims to examine the effects of science teaching approaches such as experiential teaching and learning, teaching the relevance of studying and careers, science application teaching on the science subjects choices and science, technology, engineering, and mathematic (STEM) career aspirations of upper secondary students', and recommendations for science teachers using teaching approaches and methods to promote the effectiveness of STEM-oriented teaching in their lectures. A online survey questionnaire that combined with a direct investigation using contact and interview methods, in which the students measured three teaching approaches, such as 'experiential teaching, ' 'teaching the application of science, ' and 'teaching the relevance of study and career, ' was distributed to 1768 Vietnamese students in 10th grade (aged 16 years) in Hanoi and some northern, central, and southern provinces of Vietnam. Data were collected using a questionnaire and analyzed through correlations and regressions. These findings revealed that teaching the 'applications of science' and 'the relevance of study and career' were measured teaching approaches to associate with a high school students' choice of science subject and their STEM career aspiration, alongside accounting for other teaching approaches. Conversely, the findings showed that the "experiential teaching" had no association with a students' utility of science, self-efficacy, or the science subject choice. This study's implications offer valuable guidance to science educators in selecting and implementing teaching strategies that boost the impact of STEM education in their classrooms and inspire students to choose science-related paths.

References

[1]	Hiğde, E. and Aktamış, H., The effects of STEM activities on students' STEM career interests, motivation, science process skills, science achievement and views. Thinking Skills and Creativity, 2022, 43: 101000. https://doi.org/https://doi.org/10.1016/j.tsc.2022.101000 doi: 10.1016/j.tsc.2022.101000
[2]	Subotnik, R.F., Tai, R.H., Rickoff, R. and Almarode, J., Specialized public high schools of science, mathematics, and technology and the STEM pipeline: what do we know now and what will we know in 5 years?. Roeper Review, 2010, 32(1): 7-16.
[3]	Salonen, A., Hartikainen-Ahia, A., Hense, J., Scheersoi, A. and Keinonen, T., Secondary school students' perceptions of working life skills in science-related careers. International Journal of Science Education, 2017, 39(10): 1339–1352.
[4]	Archer, L., DeWitt, J. and Dillon, J., 'It didn't really change my opinion': exploring what works, what doesn't and why in a school science, technology, engineering and mathematics careers intervention. Research in Science & Technological Education, 2014, 32(1): 35-55. https://doi.org/10.1080/02635143.2013.865601 doi: 10.1080/02635143.2013.865601
[5]	Lavonen, J., Gedrovics, J., Byman, R., Meisalo, V., Juuti, K. and Uitto, A., Students' motivational orientations and career choice in science and technology : A comparative investiga tion in Finland and Latvia. Journal of Baltic Science Education, 2008, 7: 86-102.
[6]	Vietnam Ministry of Education and Training, General Education Curriculum, 2018. Available from: https://drive.google.com/file/d/1WT6bvJRjA64pwS3svXbAR5iT2CCG2GvQ/view
[7]	Nguyen, P.L., Vietnam's STEM Education Landscape: Evolution, Challenges, and Policy Interventions. Vietnam Journal of Education, 2024, 8(2): 177-189. https://doi.org/10.52296/vje.2024.389 doi: 10.52296/vje.2024.389
[8]	Le, L.T.B., Tran, T.T. and Tran, N.H., Challenges to STEM education in Vietnamese high school contexts. Heliyon, 2021, 7(12): e08649. https://doi.org/10.1016/j.heliyon.2021.e08649 doi: 10.1016/j.heliyon.2021.e08649
[9]	Köller, O., Baumert, J. and Schnabel, K., Does Interest Matter? The Relationship between Academic Interest and Achievement in Mathematics. Journal for Research in Mathematics Education, 2001, 32: 448-470. https://doi.org/10.2307/749801 doi: 10.2307/749801
[10]	Aeschlimann, B., Herzog, W. and Makarova, E., How to foster students' motivation in mathematics and science classes and promote students' STEM career choice. A study in Swiss high schools. International Journal of Educational Research, 2016, 79: 31-41. https://doi.org/10.1016/j.ijer.2016.06.004 doi: 10.1016/j.ijer.2016.06.004
[11]	Phan, P. and Van Hong, B., Science, Technology, Engineering, and Mathematics (STEM) Education in the New General Education Curriculum of Vietnam. AsTEN Journal of Teacher Education, 2024. https://doi.org/10.56278/asten.vi.2702 doi: 10.56278/asten.vi.2702
[12]	Luo, T., Rüschenpöhler, L. and Wang, J., Student motivation in STEM: factors related to and measurement of STEM motivation. 2023,401-408.
[13]	Rosenbaum, J.E., Kariya, T., Settersten, R. and Maier, T., Market and Network Theories of the Transition from High School to Work: Their Application to Industrialized Societies. Annual Review of Sociology, 1990, 16: 263-299. https://doi.org/10.1146/annurev.so.16.080190.001403 doi: 10.1146/annurev.so.16.080190.001403
[14]	Faize, F., Effect of the Availability and the Use of Instructional Material on Academic Performance of Students in Punjab (Pakistan). Middle Eastern Finance and Economics, 2011, 11(11).
[15]	Uyen, V. and Thu, P., Navigating the Future: How Career Guidance Programs Prepare Secondary Students for Employment. Journal of Research in Vocational Education, 2025, 7: 10-14. https://doi.org/10.53469/jrve.2025.7(03).02 doi: 10.53469/jrve.2025.7(03).02
[16]	Trinh, T.M., Le, T.T.K., Le, K.M.A., Nguyen, C. and Tran, T.N., Shaping choices: factors influencing Vietnamese high school students' transition to higher education. Higher Education, 2024, 1-23. https://doi.org/10.1007/s10734-024-01384-x doi: 10.1007/s10734-024-01384-x
[17]	Nauta, M. and Epperson, D., A Longitudinal Examination of the Social-Cognitive Model Applied to High School Girls' Choices of Nontraditional College Majors and Aspirations. Journal of Counseling Psychology, 2003, 50: 448-457. https://doi.org/10.1037/0022-0167.50.4.448 doi: 10.1037/0022-0167.50.4.448
[18]	Rottinghaus, P.J., Lindley, L.D., Green, M.A. and Borgen, F.H., Educational Aspirations: The Contribution of Personality, Self-Efficacy, and Interests. Journal of Vocational Behavior, 2002, 61: 1-19. https://doi.org/10.1006/jvbe.2001.1843 doi: 10.1006/jvbe.2001.1843
[19]	Sheldrake, R., Mujtaba, T. and Reiss, M., Science teaching and students' attitudes and aspirations: The importance of conveying the applications and relevance of science. International Journal of Educational Research, 2017, 85: 167–183.
[20]	Shin, D.D., Lee, M., Ha, J.E., Park, J.H., Ahn, H.S., Son, E., et al., Science for all: Boosting the science motivation of elementary school students with utility value intervention. Learning and Instruction, 2019, 60: 104-116. https://doi.org/10.1016/j.learninstruc.2018.12.003 doi: 10.1016/j.learninstruc.2018.12.003
[21]	Cohen, C., Patterson, D.G., Kovarik, D.N. and Chowning, J.T., Fostering STEM Career Awareness: Emerging Opportunities for Teachers. Washington State Kappan, 2013, 6: 12-17.
[22]	Sellami, A., Santhosh, M., Bhadra, J. and Ahmad, Z., High school students' STEM interests and career aspirations in Qatar: An exploratory study. Heliyon, 2023, 9(3). https://doi.org/10.1016/j.heliyon.2023.e13898 doi: 10.1016/j.heliyon.2023.e13898
[23]	Eccles, J.S. and Wigfield, A., Motivational beliefs, values and goals. Annual Review of Psychology, 2002, 53: 109–132.
[24]	Eccles, J. and Wigfield, A., Motivational Beliefs, Values and Goals. Annual Review of Psychology, 2002, 53: 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153 doi: 10.1146/annurev.psych.53.100901.135153
[25]	Wigfield, A. and Eccles, J.S., Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 2000, 25: 68–81.
[26]	Wang, M.T. and J.S., Eccles, School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 2013, 28: 12-23. https://doi.org/https://doi.org/10.1016/j.learninstruc.2013.04.002 doi: 10.1016/j.learninstruc.2013.04.002
[27]	Stake, J.E. and Mares, K.R., Science enrichment programs for gifted high school girls and boys: Predictors of program impact on science confidence and motivation. Journal of Research in Science Teaching, 2001, 38(10): 1065-1088. https://doi.org/https://doi.org/10.1002/tea.10001 doi: 10.1002/tea.10001
[28]	Tang, M., Pan, W. and Newmeyer, M., Factors Influencing High School Students' Career Aspirations. Professional School Counseling, 2008, 11: 285-295. https://doi.org/10.5330/PSC.n.2010-11.285 doi: 10.5330/PSC.n.2010-11.285
[29]	Ornstein, A., The Frequency of Hands-On Experimentation and Student Attitudes toward Science: A Statistically Significant Relation (2005-51-Ornstein). Journal of Science Education and Technology, 2006, 15(3/4): 285-297.
[30]	Husin, M.R., Ahmad, H.B., Mustafa, M.B.B., Panessai, I.Y. and Ramlan, R., Science-related aspirations of career based on learning content in upper secondary level. International Journal of Evaluation and Research in Education (IJERE), 2020, 9: 920. https://doi.org/10.11591/ijere.v9i4.20650 doi: 10.11591/ijere.v9i4.20650
[31]	Negrea, V., Exploring career changers' experiences in a school-based initial teacher education programme for science teachers in England. International Journal of Educational Research, 2024,125: 102342. https://doi.org/https://doi.org/10.1016/j.ijer.2024.102342 doi: 10.1016/j.ijer.2024.102342
[32]	Johnson, L., The Relevance of School to Career: A Study in Student Awareness. Journal of Career Development, 2000, 26: 263-276. https://doi.org/10.1023/A:1022950223258 doi: 10.1023/A:1022950223258
[33]	Constantinou, C., Tsivitanidou, O. and Rybska, E., What Is Inquiry-Based Science Teaching and Learning? 2018, 1-23.
[34]	Ayuso, E., López, L. and Ruiz-Vidal, A., Students' performance in the scientific skills during secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 2022, 18: em2165. https://doi.org/10.29333/ejmste/12444 doi: 10.29333/ejmste/12444
[35]	Apeadido, S., Opoku-Mensah, D. and Mensah, G., Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work. Integrated Science Education Journal, 2024, 5: 34-41. https://doi.org/10.37251/isej.v5i1.854 doi: 10.37251/isej.v5i1.854
[36]	Ferreira, S. and Morais, A., Practical Work in Science Education: Study of Different Contexts of Pedagogic Practice. Research in Science Education, 2020, 50(4): 1547-1574. https://doi.org/10.1007/s11165-018-9743-6 doi: 10.1007/s11165-018-9743-6
[37]	Brauer, S., Ratinen, I., Kumpulainen, K., Kyrö-Ämmälä, O., Nikander, L. and Väänänen, I., Agency, Expertise and Working Life Skills – Students' Conceptions of the Generic Competences Required in the World of Work. European Journal of Education Studies, 2021. https://doi.org/10.46827/ejes.v8i5.3710 doi: 10.46827/ejes.v8i5.3710

Author's biography Dr. Van Thi Hong Ho is an educational researcher, currently working for the Vietnam National Institute of Educational Sciences, Hanoi, Vietnam. Her research interests include curriculum development, teaching and learning activities, and teachers' professional development; Dr. Hanh Thi Thuy Doan is a senior researcher of the Vietnam National Institute of Educational Sciences, Hanoi, Vietnam. She has extensive experience in educational projects, teacher training, and teachers' professional development; MA Ha Thanh Vo is a senior researcher of the Vietnam National Institute of Educational Sciences, Hanoi, Vietnam. She has published in educational journals, and her research interests are teacher training and teachers' professional development; Dr. Thanh Thi Nguyen is a senior researcher at the Vietnam National Institute of Educational Sciences, Hanoi, Vietnam. She has extensive experience in training chemistry teachers and developing chemistry educational curricula; MSc Chi Thi Nguyen is a senior educational researcher at the Vietnam National Institute of Educational Sciences, Hanoi, Vietnam. She has extensive experience in training science teachers and developing science educational curricula; MSc Chinh Ngoc Dao is an educational researcher at the Vietnam National Institute of Educational Sciences, Hanoi, Vietnam. His research interests are information teacher training and developing educational curricula; Dr. Dzung Trung Le is an associate professor of the Ministry of Education and Training and Thai Nguyen University of Education, Vietnam. He has extensive experience in managing learning and teaching activities, developing biology educational curricula, and biology teacher training; Dr. Trang Gia Hoang is a lecturer at Vietnam National University, Hanoi, Vietnam. He teaches many subjects and supervises students in education. His interests in research are vocational education and educational psychology; Dr. Nga Thi Hang Nguyen is a senior lecturer in the Faculty of Biology, Hanoi National University of Education, Hanoi, Vietnam. She teaches many subjects in science teaching and learning activities. Her interest in research is biology teacher training and teachers's professional development; Dr. Ngoc Hoan Le is a senior lecturer in the Faculty of Biology, Hanoi National University of Education, Hanoi, Vietnam. His research includes teaching and learning activities and biology teachers's professional development; Dr. Gai Thi Tran is a lecturer at Vinh University, Nghe An, Vietnam. She teaches many subjects in science teaching and learning activities. Her interest in research is biology teacher training; MSc Duc Trong Nguyen was a senior researcher at the Vietnam National Institute of Educational Sciences, and now he is a teacher at Dai Cuong High School, Hanoi, Vietnam. His research interests include curriculum development, teaching and learning activities, and teacher training

Reader Comments

Your name:*

Email:*
© 2025 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)