JONES, L.C.R. ... et al, 2017. Future engineers: the intrinsic technology motivation of secondary school pupils. European Journal of Engineering Education, 43 (4), pp.606-619.
The supply of students motivated to study engineering in higher education is critical to the sector. Results are presented from the ‘Mindsets STEM Enhancement Project’. Fifty-seven new resources packs, designed to improve STEM education in Design and Technology, were given to schools across London. A modified Intrinsic Motivation Inventory questionnaire measured pupils’ (n = 458) motivation towards technology. The results show that although pupils have positive reactions to the technology content within Design and Technology lessons, the type of STEM resources and lessons created through the project had made no significant difference on pupils’ interest/enjoyment towards technology. This suggests standalone resources do not improve pupil motivation. The impact of this work to engineering higher education is that the existing levels and the inability to improve pupil motivation in technology at school could be a factor affecting the pursuit of a technology or engineering related education or career.
This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 12 Oct 2017, available online: http://dx.doi.org/10.1080/03043797.2017.1387100.
This work was supported by the London Schools Excellence Fund (Reference: LSEFR1210) and The Design and Technology Association.