Factors influencing interest in STEM careers: An exploratory factor analysis

STEM education aims to realize the quality and quantity of skilled human capital needed in the STEM workforce that is capable of research, innovation and commercialization. Thus, careers in science, technology, engineering and mathematics (STEM) play an important role in creating innovation to generate ideas and in creating innovation to establish companies for economic development (Kier et al., 2013; Langdon et al., 2013). Many countries worldwide are facing problems in recruiting more individuals into science, technology, engineering, and mathematics (STEM) industries (Kier et al., 2014).

Globally, the number of students interested in STEM careers has decreased from year to year (Cridge & Cridge, 2015; Venville et al., 2013). The same situation is also occurring in Malaysia where the number of students pursuing science studies has declined noticeably since 2007. This scenario continues at the university level as evidenced by the number of student admission into Malaysian universities. In the 2014/2015 academic session, a total of 74,071 candidates from Higher School Certificate (STPM) / Matriculation / Foundation courses had submitted their applications to universities. Of these students, only 29,963 candidates applied for the science fields while a total of 44,108 candidates applied for the Arts fields (MOE, 2014). Malaysia has projected at least 500,000 workers in science and technology by 2020 but the small number of students choosing science suggests that the number of skilled workers such as scientists, engineers, and technologists will be reduced in the future.

Understanding and identifying the factors that influence students' career choice is critical because shortages in STEM skilled workforce would have an impact on future economic development (Kuechler et al., 2009). Moreover, identifying the factors contributing to interest in STEM careers may also contribute to the understanding of how students learn STEM content and provide guidance in designing intervention and teacher education programs (Hall et al., 2011; Nugent et al., 2015). Factors that influence STEM career choice are commonly based on the background, environmental factors and intrinsic factors of the individual (Nugent et al., 2015; Lent et al., 2000). This study aimed to develop an instrument which measures interest in STEM careers and the factors that influence interest in STEM careers for middle school students (14 years of age). At this stage, these students are developing their own interest and recognizing their academic strengths which would thus influence their interest in STEM careers. Therefore, developing appropriate interventions during high school before the students decide on subject choices related to their career interests is considered helpful and timely (Maltese & Tai, 2011; Nugent et al., 2015).