Abstract
This study examines the effects of inquiry-based learning (IBL) on factors outlined in the social cognitive career theory (SCCT) and their implications for learners’ aspirations to STEM careers. This study aims to deepen our understanding of Senior-Phase Natural Sciences learners’ aspirations and the interplay between IBL and these aspirations.
The study pursued three primary objectives: First, to evaluate the effect of IBL on factors influencing STEM-related career aspirations among Senior-Phase Natural Sciences learners. Second, it compared the factors related to STEM-career aspirations among a group of learners who participated in an IBL programme and a control group who did not. Lastly, the study aimed to clarify the correlation between IBL and the factors contributing to STEM-related career aspirations among Natural Sciences learners.
The study was carried out at a Maths and Science academy in Johannesburg, catering to learners from public high schools in underprivileged communities across the greater Johannesburg area. This mixed method research specifically targeted Grade 9 Natural Sciences learners from underserved schools. The learners completed pre- and post-intervention STEM Career Aspiration Surveys (STEM-CAS) before and after engaging in a 10-lesson STEM-focused Natural Science IBL programme in their classes. Some of the learners participated in semi-structured group interviews to identify additional contributors to their STEM career aspirations. Despite the recognised benefits of IBL, its role in predicting career aspirations still needs to be studied, particularly in the pivotal Grade 9 year. Therefore, understanding IBL’s influence on STEM-related career aspirations is crucial.
Quantitative analysis revealed significant correlations between IBL and factors shaping STEM career aspirations. It demonstrated substantial enhancements in aspiration factors in various STEM disciplines, and notable improvements in choice action were observed in science. In the technology section, learners in the intervention group displayed significantly higher levels of outcome expectation and self-efficacy than the control group. Similarly, the engineering section significantly enhanced the interest and self-efficacy of the intervention group. Moreover, learners in the intervention group slightly improved outcome expectations in mathematics.
Qualitative analysis identified six key themes, aligning with quantitative findings, demonstrating the coherence of narrative insights with empirical data and the SCCT
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theoretical framework. This integrated approach underscores the pivotal role of learning experiences and environmental factors in shaping learners’ career aspirations, offering valuable insights for promoting STEM career development among Natural Sciences learners.
In conclusion, this study underscores the significant impact of IBL on Senior-Phase Natural Sciences learners’ STEM career aspirations, revealing notable improvements in interest, self-efficacy, choice action and outcome expectations.
Keywords: STEM; SCCT; IBL; CAPS; Natural Sciences; career aspirations