Technology-Enhanced STEM Physics Instruction: Self-Efficacy of Adult Learners in Second Chance Schools
Source abstract
Abstract
This study explores the impact of two teaching methods on the Self-Efficacy in Physics of adult learners in Greek Second Chance Schools (SCSs), an institution designed to promote Lifelong Learning. The participants were divided into two groups. The experimental group was taught selected Physics topics using a STEM-based approach, while the control group received instruction through traditional lectures. Quantitative data were collected using two reliable and validated structured questionnaires to assess the self-efficacy of adult learners prior to and following the instructional intervention. Findings reveal that the STEM-based approach led to a statistically significant improvement in self-efficacy beliefs among adult learners, with no differences observed by gender or age. This study highlights the value of integrating technology-enhanced STEM education into alternative education frameworks and provides a foundation for future investigations in adult education contexts through the application of innovative, learner-focused methodologies.
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Research context
OpenAlex topics: Science Education and Pedagogy · Teacher Education and Leadership Studies · Educational Environments and Student Outcomes
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
Department of Industrial Design and Production Engineering, University of West Attica, Egaleo, 122 41 Athens, Greece
Department of Special Education, University of Thessaly, 382 21 Volos, Greece
References (100+)
Show source-provided references
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