Since the year 2000, the federal government and non-federal entities have invested in the growth of STEM and STEM based programs in middle schools and high schools. The development of STEM based academies, charter, private, or public, have join the cause of getting students to increase their interests in STEM related fields. A major indicator of measuring if there is an increase in STEM interest is to develop a system that compares their initial attitude towards STEM and the results of a mentor lead projects for the students to complete, and the post-project attitude towards STEM. These outcomes are very important to show how effective STEM-based programs are to students.
The intent of this research was to develop a system to measure the initial and post attitude that students have towards STEM fields and STEM education.
According to the results of the data, two of the four independent variables show statistically significant attitudes toward STEM when compared to start of this study. The statistical significance was demonstrated specifically for the content area of technology. The results of the exploratory research study are promising for the development of a useful attitudinal instrument as well as powerful tool for STEM education. Future research with larger and more varied sample sizes will aid in the development and refinement of the student attitude toward STEM instrument. This study and the resulting attitudinal instrument are imperative steps toward increasing the accountability and design of quality STEM educational programs.