Date
12-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Janice Kooken
Keywords
Culture of excellence, high school attitude to science, attitude to mathematics
Disciplines
Education
Recommended Citation
Laleye, Mofoluwake Abiola, "A Predictive Correlation Analysis of Ninth and Tenth Grade Students' Perception of Culture of Excellence and their Attitude to STEM" (2025). Doctoral Dissertations and Projects. 7830.
https://digitalcommons.liberty.edu/doctoral/7830
Abstract
The purpose of this quantitative, predictive correlational study was to determine if ninth and 10th grade students’ attitude toward Science Technology, Engineering and Mathematics (STEM), specifically in mathematics and science can be predicted from their perceptions of culture of excellence (CoE). The continued disparity in academic performance and the representation of minority in STEM workforce has prompted the need to explore the effect of CoE on their attitude to STEM. Data for this study were collected from 177 ninth and 10th grade students attending a public charter school predominantly serving underrepresented minorities in southeastern Tennessee. The primary instruments were Student Attitude Toward STEM and Culture for Excellence and Ethics Assessment Tools. Surveys were administered anonymously via Qualtrics, and multiple linear regression analyses were conducted using the Statistical Package for Social Sciences. The results of the analysis revealed students’ perception of safety and well-being and staff support for safety and well-being as significant predictors of students’ attitude to science. None of the variables examined were significant predictors of students’ attitude to mathematics. This study contributes to literature by reinforcing the importance of students’ perceptions of safety and the essence of fostering moral and ethical values in shaping students’ attitudes to science. It also suggests that interventions aiming to enhance students’ engagement in science and mathematics should be tailored to the unique factors influencing each subject. This study provides another perspective for educators and policymakers seeking to foster positive attitudes and increased participation of minorities in STEM subjects. Recommendations for further research include using different populations and evaluating teachers’ perception of CoE.
