Determinants of STEM Student Engagement in Ethiopian Higher Education

This​‍​‌‍​‍‌​‍​‌‍​‍‌ research examined STEM students’ perception and engagement in Ethiopian universities. A concurrent embedded mixed-methods design was used for the study, which combined the quantitative results with the qualitative insights obtained from interviews and focus group discussions. Quantitative data were collected from 790 final-year STEM students from various public universities. The students responded to a modified Engagement Scale that measured behavioral, emotional, cognitive, and agentic dimensions. Descriptive statistics, correlation, and multiple regression were among the data analytic techniques used, and theme analysis of the qualitative data supported the quantitative findings. Findings revealed that students generally perceive STEM positively and consider it necessary for their intellectual growth, career, and solving real-world problems. Even though technology facilitated learning through easy access to information and collaboration, its mere availability did not necessarily lead to higher engagement or better performance. Key predictors had a significant impact on STEM student engagement, demonstrated by multiple regression analysis (R = 0.890; R² = 0.89), which accounted for 89% of the variance. Positive factors such as family income, access to resources, holding traditional beliefs about STEM, having positive career expectations, receiving mentorship, and having access to technology were associated with higher levels of engagement. In summary, the study emphasizes the necessity of pedagogically informed technology usage and the transition from compliance-based learning to methods that allow for self-regulation, learner agency, and autonomy. The creation of supportive teacher-student relationships, the meaningful use of technology, and the promotion of inclusive classroom environments are imperative for the production of innovative STEM graduates who are capable of contributing effectively to Ethiopia’s development.