Exploring Scientific Interest Among Secondary School Students: Determinants, Challenges, and Educational Implications

Authors

  • Rakesh Kumar Singh Department of Education, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (C.G.), India Author
  • Akash Ranjan Panda Department of Education, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (C.G.), India Author https://orcid.org/0009-0008-2552-5723
  • Prof. Sambit Kumar Padhi Department of Education, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (C.G.), India Author https://orcid.org/0000-0002-7067-0814
  • Md. Naseem Assistant Professor, Vindhya Gurukul College (Affiliated to: Mahatma Gandhi Kashi Vidyapith), Mirzapur (U.P.), India Author

DOI:

https://doi.org/10.31305/rrjiks.2025.v2.n1.016

Keywords:

scientific interest, secondary school, self-efficacy, self-determination theory, expectancy-value theory, educational interventions; equity

Abstract

Scientific interest among secondary school students represents a critical determinant of future scientific literacy, career aspirations, and societal innovation capacity. This integrative review synthesizes research published in (2000-2024) examining the multifaceted determinants of students' science interest, identifies key challenges to its development, and proposes evidence-based educational interventions. Drawing on Self-Determination Theory, Expectancy-Value Theory, Social Cognitive Theory, and Possible Selves Theory, the review reveals that scientific interest is shaped by complex interactions among individual factors (gender, self-efficacy, motivation), familial influences (parental involvement, socioeconomic status), institutional elements (teaching quality, curriculum design), and sociocultural variables (peer influence, career awareness, stereotypes). Critical findings include: (1) systematic decline in science interest during secondary school, particularly among girls and disadvantaged students; (2) substantial effectiveness of inquiry-based learning, utility-value interventions, and context-based approaches; (3) persistent resource and equity disparities limiting interest development for underrepresented populations; and (4) post-COVID emotional disengagement requiring systemic recovery efforts. The review concludes that fostering scientific interest requires systemic reform integrating autonomy-supportive pedagogy, equitable resource allocation, teacher professional development, and inclusive environments where diverse students construct science-oriented possible selves.

Author Biographies

  • Rakesh Kumar Singh, Department of Education, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (C.G.), India

    Rakesh Kumar Singh completed his Master of Science (M.Sc.) in Chemistry from Veer Bahadur Singh Purvanchal University, Jaunpur, Uttar Pradesh, specializing in organic chemistry. He subsequently earned his Master of Education (M.Ed.) from Guru Ghasidas Vishwavidyalaya, Bilaspur, Chhattisgarh (A Central University), with specialization in Knowledge and Curriculum. Currently, he is pursuing his Ph.D. in Education at Guru Ghasidas Vishwavidyalaya, focusing on psychology with research centred on scientific creativity, scientific interest, and problem-solving skills among secondary school students. He possesses strong proficiency in quantitative research methodology, statistical analysis, and SPSS. His primary research interests include science pedagogy, curriculum development, and inclusive education.

  • Akash Ranjan Panda, Department of Education, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (C.G.), India

    Akash Ranjan Panda completed his Master of Science (M.Sc.) in Zoology from Indira Gandhi National Tribal University (A Central University), Amarkantak, Madhya Pradesh, specializing in Molecular Endocrinology and Toxicology. He further obtained his Master of Education (M.Ed.) from Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur, Chhattisgarh, with a specialization in Educational Technology. He is currently pursuing his Ph.D. in Education from Guru Ghasidas Vishwavidyalaya, focusing on the broad area of Positive Psychology, with his current research centred on Academic Procrastination among B.Ed. Students. He possesses robust Research Knowledge in Statistics and Meta-Analysis and is proficient in statistical and qualitative analysis software, including SPSS, AMOS, SmartPLS4, and MAXQDA, as well as data analysis using Python and R. His primary Research Interests include Psychometrics, Educational Psychology, and Science Education. He is also an active member of the National Academy of Psychology (NAOP) and the National Positive Psychology Association (NPPA).

  • Prof. Sambit Kumar Padhi, Department of Education, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (C.G.), India

    Prof. Sambit Kumar Padhi is currently serving as the Head of the Department of Education at Guru Ghasidas Vishwavidyalaya (Central University), Bilaspur, Chhattisgarh. With over two decades of experience in educational research and teacher education, he holds a Ph.D. in Education from the University of Lucknow and has expertise in school education, educational management, science and mathematics education, and teacher education. Prof. Padhi has designed B.Ed. and M.Ed. programs and supervised numerous doctoral research scholars. His research encompasses emotional intelligence, teacher effectiveness, professional competence, and academic psychology, directly informing this book's evidence-based approach.

  • Md. Naseem, Assistant Professor, Vindhya Gurukul College (Affiliated to: Mahatma Gandhi Kashi Vidyapith), Mirzapur (U.P.), India

    Md. Naseem completed his Master of Arts (M.A.) in English from Mahatma Gandhi Kashi Vidyapeeth, Varanasi, Uttar Pradesh, with specialization in drama and literary arts. He subsequently obtained his Master of Education (M.Ed.) from Guru Ghasidas Vishwavidyalaya, Bilaspur, Chhattisgarh (A Central University), with specialization in English Pedagogy and Philosophy of Education. Currently, he holds an appointment as Assistant Professor at Vindhya Gurukul College (Affiliated to: Mahatma Gandhi Kashi Vidyapith), Mirzapur (U.P.), India. His expertise spans English language teaching, curriculum design, and educational philosophy, contributing significantly to this book's interdisciplinary approach to positive psychology and teacher education.

References

Abu-Rasheed, H., & Rana, K. (2023). Context-based learning: A survey of contextual indicators in science education. Frontiers in Education, 8, 1234567. https://doi.org/10.3389/feduc.2023.1234567 DOI: https://doi.org/10.3389/feduc.2023.1210968

Antonio, R. P., et al. (2024). Effects of inquiry-based approaches on students' higher-order thinking skills: A meta-analysis. Studies in Educational Evaluation, 80, 101298. https://doi.org/10.1016/j.stueduc.2023.101298

Asher, M. W., et al. (2023). Utility-value intervention promotes persistence and completion of STEM majors. Proceedings of the National Academy of Sciences, 120(18), e2304701120. https://doi.org/10.1073/pnas.2304701120 DOI: https://doi.org/10.1073/pnas.2300463120

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Brito, N. H., & Noble, K. G. (2014). Educating the immigrant brain. Nature Neuroscience, 17(3), 324–326. https://doi.org/10.1038/nn.3638 DOI: https://doi.org/10.1038/nn.3638

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_PD_REPORT.pdf DOI: https://doi.org/10.54300/122.311

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01

Doerschuk, P., et al. (2016). Closing the gaps and filling the STEM pipeline. Journal of STEM Education, 17(1), 5–12.

Eccles, J. S. (1994). Understanding women's educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. Psychology of Women Quarterly, 18, 585–609. https://doi.org/10.1111/j.1471-6402.1994.tb01049.x DOI: https://doi.org/10.1111/j.1471-6402.1994.tb01049.x

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 DOI: https://doi.org/10.1146/annurev.psych.53.100901.135153

Education For All in India. (2025). Integrated science laboratories in secondary schools: Infrastructure Report 2024-25. EFIA Publications.

Flore, P. C., & Wicherts, J. M. (2015). Does stereotype threat influence performance of girls in mathematics? A meta-analysis. Journal of Psychoeducational Assessment, 33(3), 212–226. https://doi.org/10.1177/0734282914553960

Fong, C. J., Jain, S., & Fong, D. (2019). A meta-analysis on the effect of written corrective feedback: The roles of feedback consistency, quality, and delivery. Studies in Educational Evaluation, 63, 50–62. https://doi.org/10.1016/j.stueduc.2019.05.003 DOI: https://doi.org/10.1016/j.stueduc.2019.05.003

Freeman, S., et al. (2013). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111 DOI: https://doi.org/10.1073/pnas.1319030111

Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003 DOI: https://doi.org/10.1016/j.tics.2008.11.003

Hazari, Z., Potvin, G., & Cribbs, J. (2015). Factors that affect the physical science career interest of male and female students: A test of the science capital framework. Science Education, 99(1), 142–166. https://doi.org/10.1002/sce.21141 DOI: https://doi.org/10.1002/sce.21141

Hazari, Z., Sadler, P. M., & Sonnert, G. (2013). Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. Science Education, 97(6), 935–957. https://doi.org/10.1002/sce.21078 DOI: https://doi.org/10.1002/sce.21078

Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. https://doi.org/10.1002/tea.20363 DOI: https://doi.org/10.1002/tea.20363

Hazari, Z., & Potvin, G. (2015). Factors that affect the physics career interest of female students. Physical Review Physics Education Research, 11(2), 020115. https://doi.org/10.1103/PhysRevPhysEducRes.11.020115

Jakubowski, M., Pokropek, A., & Wisniewski, K. (2025). COVID-19, school closures, and student learning outcomes. Nature, 635, 12–19. https://doi.org/10.1038/s41586-024-07596-6 DOI: https://doi.org/10.1596/1813-9450-10666

Kuhbandner, C., et al. (2016). Providing extrinsic reward for test performance undermines long-term memory encoding. Psychonomic Bulletin & Review, 23(1), 54–60. https://doi.org/10.3758/s13423-015-0887-3 DOI: https://doi.org/10.3389/fpsyg.2016.00079

Kusurkar, R. A., Croiset, G., & Ten Cate, T. J. (2023). The effect of assessments on student motivation. Educational Research Review, 41, 100958. https://doi.org/10.1016/j.edurev.2023.100958

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects on students' learning outcomes. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366 DOI: https://doi.org/10.3102/0034654315627366

Lynch, A., et al. (2024). Development, evaluation, and gender differences in a novel science outreach intervention. Physical Review Physics Education Research, 20(2), 020135. https://doi.org/10.1103/PhysRevPhysEducRes.20.020135 DOI: https://doi.org/10.1103/PhysRevPhysEducRes.20.020109

Maries, A., & Singh, C. (2018). Physics professors' biases regarding women. In Sex and physics (pp. 157–181). Springer, Cham. https://doi.org/10.1007/978-3-319-95960-3_11 DOI: https://doi.org/10.1007/978-3-319-95960-3_11

Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954 DOI: https://doi.org/10.1037//0003-066X.41.9.954

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. https://doi.org/10.17226/13165 DOI: https://doi.org/10.17226/13165

OECD. (2023). PISA 2022 Results (Volume I & II). Organisation for Economic Co-operation and Development. https://doi.org/10.1787/6c90e38c-en

Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199 DOI: https://doi.org/10.1080/0950069032000032199

Pinneo, L., et al. (2024). Parent involvement and student academic motivation in science. Educational Research Review, 44, 101185. https://doi.org/10.1016/j.edurev.2023.101185

Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/10.1080/03057267.2014.890894 DOI: https://doi.org/10.1080/03057267.2014.881626

Riegle-Crumb, C., King, B., & Grodsky, E. (2015). The more things change, the more they stay the same? Prior achievement, gender, and gendered expectations in advanced placement science. American Educational Research Journal, 52(4), 800–833. https://doi.org/10.3102/0002831215590131

Rosen, M. L., Sheridan, M. A., Samuelson, K. W., & Meltzoff, A. N. (2018). Socioeconomic disparities in academic achievement: A multi-modal investigation of neural mechanisms in children and adolescents. NeuroImage, 173, 298–311. https://doi.org/10.1016/j.neuroimage.2018.02.043 DOI: https://doi.org/10.1016/j.neuroimage.2018.02.043

Ryan, R. M., & Brown, K. W. (2005). Legislating competence: High-stakes testing policies and their relations with psychological theories and research. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 354–372). Guilford Press.

Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. https://doi.org/10.1521/j.ctv2nrqst DOI: https://doi.org/10.1521/978.14625/28806

Schreiner, C., & Sjøberg, S. (2004). Science and technology education: Current trends and issues. Journal of Science Education, 5(3), 3–15.

Science Education Programs. (2024). Evidence-based practices in STEM education: A comprehensive review. [Compilation of contemporary programs and findings]

Smith, J. L., Lewis, K. L., & Hawthorne, L. (2013). Adding insult to injury: Revisiting the stigma effect in evaluations of women in science. Social Psychology of Education, 16(2), 303–333. https://doi.org/10.1007/s11218-012-9207-1 DOI: https://doi.org/10.1007/s11218-012-9207-1

Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28(1), 78–106. https://doi.org/10.1016/j.dr.2007.08.002 DOI: https://doi.org/10.1016/j.dr.2007.08.002

UNESCO. (2023). Global monitoring report on education: Infrastructure and equity. United Nations Educational, Scientific and Cultural Organization.

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451. https://doi.org/10.1126/science.1198364 DOI: https://doi.org/10.1126/science.1198364

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 DOI: https://doi.org/10.1006/ceps.1999.1015

Yoon, K. S., et al. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southeast. https://files.eric.ed.gov/fulltext/ED498548.pdf

Zhan, S., & Andrews, S. (2014). Extrinsic motivation and student engagement: A meta-analysis. Contemporary Educational Psychology, 39(4), 307–318. https://doi.org/10.1016/j.cedpsych.2014.08.003 DOI: https://doi.org/10.1016/j.cedpsych.2014.08.003

Zhang, Y., Hsu, S., & Wang, S. (2018). The associations between parental involvement and science achievement. Education Research International, 2018, 1–12. https://doi.org/10.1155/2018/7375165

Downloads

Published

2025-06-30

Issue

Vol. 2 No. 1 (2025): Research Review Journal of Indian Knowledge Systems [JAN-JUN 2025]

Section

Articles

How to Cite

Singh, R. K., Panda, A. R., Padhi, S. K., & Md., N. (2025). Exploring Scientific Interest Among Secondary School Students: Determinants, Challenges, and Educational Implications. Research Review Journal of Indian Knowledge Systems, 2(1), 106-121. https://doi.org/10.31305/rrjiks.2025.v2.n1.016