Students’ self-efficacy in STEM subjects: influence of career guidance support across gender

Christina Shuma; Fidel Dassan Gwajekera; Asia Mbwebwe Rubeba

doi:10.55056/seq.1004

Authors

Christina Shuma The University of Dodoma Author https://orcid.org/0000-0002-3245-4379
Fidel Dassan Gwajekera The University of Dodoma Author https://orcid.org/0000-0001-9693-4382
Asia Mbwebwe Rubeba The University of Dodoma Author https://orcid.org/0000-0001-7136-5486

DOI:

https://doi.org/10.55056/seq.1004

Keywords:

academic and career support, STEM subjects, self-efficacy, gender

Abstract

Science, Technology, Engineering, and Mathematics (STEM) subjects are recognised as potential areas that prepare students to address the ongoing changes in the world. However, evidence shows that students exhibit low self-efficacy in STEM due to limited human resource training in these subjects. This article examined the impact of career guidance support on students’ self-efficacy in STEM subjects. A multiple linear regression model, supplemented by descriptive statistics, was employed to analyse the collected quantitative data. The study revealed a significant positive influence of career guidance support on both male and female students’ self-efficacy in STEM subjects, with regression coefficients of 0.552 and 0.533, respectively. Male students demonstrated higher self-efficacy in STEM subjects than their female counterparts. The study recommends that the Tanzania Ministry of Education, Science and Technology ensure access to comprehensive career guidance support for both male and female students to foster successful STEM learning.

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