Self-confidence and satisfaction with active learning in university students of sciences programs

Abstract

Self-confidence and satisfaction are two necessary elements for student success. Given this, the purpose of this research was to identify self-confidence and satisfaction with active learning in university students of Science, Technology, Engineering and Mathematics (STEM) programs through a mixed and longitudinal study of five years (2017-2021). This research was framed in an adaptation of the Social Cognitive Model of Academic Satisfaction. For the achievement of the purpose, an explanatory sequential design was carried out. The sample consisted of 52 students from a higher education institution in Puerto Rico who were enrolled in baccalaureate or bachelor's degrees in Science and four of the teachers who taught STEM courses in the five years. Two instruments were used to measure self-confidence and satisfaction. The results showed that the students of the STEM Project always maintained a high self-confidence throughout the five years and the satisfaction of the students was increasing through the STEM Project.