Educational practices that influence motivation and persistence in natural sciences degree programs among graduates of a laboratory school
DOI:
https://doi.org/10.35622/Keywords:
academic motivation, educational practices, natural sciences, secondary educationAbstract
This study analyzed the factors influencing motivation and persistence in pursuing and remaining in natural science careers among graduates of a laboratory school in Puerto Rico. A mixed-methods approach was employed, integrating an educational practice rating scale and open-ended questions, applied to a sample of 61 participants. A non-probabilistic convenience sampling was used. Quantitative analysis, through Friedman and Nemenyi non-parametric tests, showed significant differences in the evaluation of educational practices, highlighting laboratory experiences and exposure to the scientific community as those with the highest perceived influence on the motivation to pursue natural science careers. Complementarily, qualitative thematic analysis identified four emerging categories: early exposure to science, real-life application of content, vocational redirection, and limited institutional visibility. The results showed that while 66.7% of participants indicated they developed their interest in science during high school, only 44.4% are currently working in areas related to natural sciences, evidencing a gap between early vocation and effective continuity in scientific professional trajectories. The importance of contextualized science education based on authentic experiences and links with the scientific community is highlighted, as well as the need to strengthen academic dissemination and vocational guidance. Relevant evidence is provided for the design of educational policies and curricular redesign oriented from secondary education.
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