Factors influencing problem-solving competence in STEM education: Gender-based insights from high school students in Quang Tri province

Abstract

The present study investigates the factors influencing problem-solving competence in STEM educational systems amongst 700 secondary school students in Quang Tri Province, taking into account gender inclusion. A self-administered survey with established validity was used to measure five distinct aspects: STEM Interest, STEM Self-Efficacy, Teacher Support, Peer Collaboration, and Access to Resources. Exploratory factor analysis and regression modeling indicated that problem-solving competence is significantly predicted by STEM Interest (β = 0.38, p < 0.001) and STEM Self-Efficacy (β = 0.31, p < 0.001), the two factors accounting for 52% of the variation in the dependent variable. Gender differences showed males reported more STEM Self-Efficacy (t = 3.21, p < 0.01), while females had more Teacher Support (t = -3.78, p < 0.001). Further regression showed that for males, the factor of STEM self-efficacy was predicted, while teacher support and peer collaboration were more predictive in females. Qualitative focus group data enriched these findings, revealing themes such as perceived biases, resource constraints, and the importance of collaborative environments. This supports creating different strategies in STEM education as there are variations based on gender. This implies that building self-efficacy in the female gender and constructing conducive, cooperative settings in the male gender would enhance problem-solving competence in both genders. This study investigates the practical aspects of responsive STEM education targeting gender equality in skill acquisition.