Demographic Influences on Secondary School Students’ Interest and Educational Intentions in STEM

Abstract

Enhancing student engagement in Science, Technology, Engineering, and Mathematics (STEM) requires understanding how demographic factors shape their perspectives and aspirations. This study examines the influence of gender, parental education, and socioeconomic status on students’ interest in STEM and their intention to pursue STEM subjects at Form 4. In this context, ‘interest’ refers to motivation and enjoyment derived from STEM activities, while ‘intention’ represents a concrete commitment to advanced enrolment in upper secondary education. Using a quantitative survey and descriptive analysis, data were collected from 142 secondary school students aged 13–15 in Kuala Lumpur and Selangor. The results revealed a high level of interest in STEM (M = 3.70), but only a moderate intention to pursue STEM at Form 4 (M = 3.32), indicating a gap between interest and subject selection. While demographic factors were not significant predictors of STEM interest, household income and parental education significantly influenced students’ intention to continue in STEM. These findings highlight the need for targeted educational support and interventions, particularly for students from lower socioeconomic backgrounds, to bridge the interest-intention gap and promote equitable access to STEM pathways.