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

The COVID-19 pandemic disrupted global educational systems with institutions transitioning to e-learning. Undergraduate STEM students complained about lowered motivation to learn and complete STEM course requirements. To better prepare for more effective STEM education delivery during high-risk conditions such as pandemics, it is important to understand the learning motivation challenges (LMCs) experienced by students. As part of a larger national research study investigating decision-making in undergraduate STEM students during COVID-19, the purpose of this research is to examine LMCs experienced by undergraduate STEM students. One hundred 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 LMC statements. Using Qualtrics Data Analysis tools and MS Excel, data from 130 useable surveys was analyzed utilizing descriptive and inferential statistics. Results revealed that regardless of classification, GPA, age, or race, STEM students experienced LMCs. The top five LMCs were: (1) Assignment Overloads; (2) Lack of In-Person Peer Interactions; (3) Uncaring Professors; (4) Lack of In-Person Professor Interactions; and (5) Lack of In-Person Laboratory Experiences. Significant relationships existed between three characteristics (GPA, classification, and age) and few LMCs to include assignment overloads. Students tended to attribute lowered motivation to Institutional and Domestic challenges which were typically out of their control, rather than to Personal challenges which were typically within their control. Crosstab analysis suggested that Sophomores, Asians, as well as students with GPAs between 2.00 and 2.49 and aged 41 to 50 years may be the most vulnerable due to higher dependence on traditional in-person STEM educational environments. Early identification of the most vulnerable students should be quickly followed by interventions. Increased attention towards sophomores may reduce exacerbation of potential sophomore slump and middle-child syndrome. All STEM students require critical domestic, institutional, and personal resources. Institutions should strengthen students' self-regulation skills and provide increased opportunities for remote peer interactions. Training of faculty and administrators is critical to build institutional capacity to motivate and educate STEM students with diverse characteristics in e-learning environments. Pass/fail policies should be carefully designed and implemented to minimize negative impacts on motivation. Employers should expand orientation and mentoring programs for entry-level employees, particularly for laboratory-based tasks. Research is needed to improve the delivery of STEM laboratory e-learning experiences. Findings inform future research, as well as best practices for improved institutional adaptability and resiliency. These will minimize disruptions to student functioning and performance, reduce attrition, and strengthen 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.