Identifying Successful High School Females for STEM: A Quantitative Correlational Study
Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The problem is the low enrollment of females in high school science, technology, engineering, and mathematics (STEM) coursework. The purpose of the study was to examine the correlation between Pre-Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT) component scores and STEM Advanced Placement (AP) exam scores. A literature gap exists regarding how school employees identify females as candidates for STEM courses. Transformational leadership and expectancy-value theories framed this quantitative correlational study. The study was guided by four research questions investigating the extent to which PSAT/NMSQT component scores were correlated with four STEM AP exam scores for female students. Archived data of 398 females who took the PSAT in 10th grade and subsequently took a STEM AP exam were randomly selected from a suburban high school. Using PSAT/NMSQT component scores as the independent variable and AP exam scores as the dependent variable, the null hypothesis assumed no significant relationship, and the alternate hypothesis assumed a statistical significance between the variables. The data were analyzed using Excel and Statistical Package for the Social Sciences (SPSS). A Pearson correlation found varying levels of positive association between PSAT/NMSQT component scores and STEM AP exam scores. Results indicated PSAT/NMSQT component scores were an indicator for STEM success in female high school students. Educators can use results when reviewing data, identifying students, and developing initiatives to engage high school females in STEM coursework.
Description
item.page.type
Other