Examining STEM Learning Motivation Challenges in Undergraduate Students During the COVID-19 Pandemic

Abstract:The COVID-19 pandemic disrupted global educational systems with institutions transitioning toe-learning. Undergraduate STEM students complained about lowered motivation to learn andcomplete STEM course requirements. To better prepare for more effective STEM educationdelivery during high-risk conditions such as pandemics, it is important to understand the learningmotivation challenges (LMCs) experienced by students. As part of a larger national researchstudy investigating decision-making in undergraduate STEM students during COVID-19, thepurpose of this research is to examine LMCs experienced by undergraduate STEM students. Onehundred and ninety students from six U.S. institutions participated in Qualtrics-based surveys.Utilizing a five-point Likert scale, respondents ranked the extent to which they agreed to LMCstatements. Using Qualtrics Data Analysis tools and MS Excel, data from 130 useable surveyswas analyzed utilizing descriptive and inferential statistics.Results revealed that regardless of classification, GPA, age, or race, STEM students experiencedLMCs. The top five LMCs were: (1) Assignment Overloads; (2) Lack of In-Person PeerInteractions; (3) Uncaring Professors; (4) Lack of In-Person Professor Interactions; and (5)Lack of In-Person Laboratory Experiences. Significant relationships existed between threecharacteristics (GPA, classification, and age) and few LMCs to include assignment overloads.Students tended to attribute lowered motivation to Institutional and Domestic challenges whichwere typically out of their control, rather than to Personal challenges which were typicallywithin their control. Crosstab analysis suggested that Sophomores, Asians, as well as studentswith GPAs between 2.00 and 2.49 and aged 41 to 50 years may be the most vulnerable due tohigher dependence on traditional in-person STEM educational environments. Early identificationof the most vulnerable students should be quickly followed by interventions. Increased attentiontowards sophomores may reduce exacerbation of potential sophomore slump and middle-childsyndrome. All STEM students require critical domestic, institutional, and personal resources.Institutions should strengthen students’ self-regulation skills and provide increased opportunitiesfor remote peer interactions. Training of faculty and administrators is critical to buildinstitutional capacity to motivate and educate STEM students with diverse characteristics in elearning environments. Pass/fail policies should be carefully designed and implemented tominimize negative impacts on motivation. Employers should expand orientation and mentoringprograms for entry-level employees, particularly for laboratory-based tasks. Research is neededto improve the delivery of STEM laboratory e-learning experiences. Findings inform futureresearch, as well as best practices for improved institutional adaptability and resiliency. Thesewill minimize disruptions to student functioning and performance, reduce attrition, andstrengthen progression into the STEM workforce during high-risk conditions such as pandemics.With caution, findings may be extended to non-STEM and non-student populations.