Pedagogical Approaches to Enhancing Student Self-Efficacy and Addressing Gender Inequality in Undergraduate STEM

Previous research has shown that the success and retention of students in STEM university programmes are highly correlated with their self-efficacy beliefs, and women and gender minority students in STEM have been consistently found to possess lower self-efficacy than men. Since specific teaching and learning practices are known to contribute to increased self-efficacy and help diversify STEM education, this study sought to identify which pedagogical approaches are effective in creating a more equitable learning environment in introductory STEM classes by positively contributing to students’ self-efficacy. This study employed methodological triangulation and synthesised findings from self-efficacy questionnaires, classroom observations, and a focus group interview. Statistically significant effects on self-efficacy were identified based on student profile (gender, study field, and previous performance) and class setting (class size and instruction week). Examination of the teaching and learning practices in the observed classes revealed that didactic teaching methods were linked to a higher prevalence of students with low confidence levels, both within lectures and practical classes, although this tendency was less pronounced in the case of lectures. Subsequent investigation through a Classification and Regression Tree (CRT) analysis of teaching and learning activities within the lecture context indicated that optimal time management and engagement in active learning exercises were the best predictors of higher levels of student confidence. The focus group interview with female and gender minority students identified positive class atmosphere, student-staff relationships, and teaching and assessment practices that prioritise student comfort and provide students with ample knowledge application and achievement opportunities as the main factors contributing to their confidence positively. Implications for instruction are discussed.