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An autonomy-supportive intervention program for STEM teachers to enhance engagement among students
Chee Keng John Wang1,2, Johnmarshall Reeve3, Woon Chia Liu1
1Nanyang Technological University, Singapore.
Heliyon
|February 19, 2025
Summary
An autonomy-supportive teaching intervention for secondary STEM teachers in Singapore improved students' motivation and engagement. The study found positive impacts on perceived autonomy support and reduced student tension, supporting this educational approach.
Area of Science:
- Educational Psychology
- STEM Education
- Teacher Professional Development
Background:
- Self-Determination Theory (SDT) posits that autonomy support fosters intrinsic motivation and well-being.
- Previous research indicates a need for effective interventions to enhance student motivation in secondary STEM classrooms.
- Singaporean secondary schools face challenges in maintaining student engagement and motivation in STEM subjects.
Purpose of the Study:
- To evaluate the effectiveness of an autonomy-supportive intervention for secondary school STEM teachers in Singapore.
- To investigate the intervention's impact on students' perceived autonomy-supportive teaching, motivation regulations, and classroom engagement.
- To assess the intervention's effect on reducing students' reported tension.
Main Methods:
- A quasi-experimental design involving 20 secondary school STEM teachers randomly assigned to experimental or control groups.
- The experimental group received a 20-week autonomy-supportive intervention program.
- Student participants (N=546) completed pre- and post-intervention questionnaires assessing autonomy support, motivation, engagement, and tension.
Main Results:
- Students in the experimental group showed significant longitudinal gains in perceived autonomy-supportive teaching.
- Improvements were observed in specific motivational regulations (identified regulation) and behavioral engagement among students in the experimental group.
- The intervention group reported a decrease in student tension compared to the control group.
Conclusions:
- The autonomy-supportive intervention demonstrated positive effects on student motivation, engagement, and well-being in secondary STEM education.
- Findings provide a foundation for developing scalable and effective autonomy-supportive programs for STEM teachers.
- Further research is recommended to explore long-term effects and broader implementation strategies.
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