qualitative research title in stem

161+ Exciting Qualitative Research Topics For STEM Students

Are you doing Qualitative research? Looking for the best qualitative research topics for stem students? It is a most interesting and good field for research. Qualitative research allows STEM (Science, Technology, Engineering, and Mathematics) students to delve deeper into complex issues, explore human behavior, and understand the intricacies of the world around them.

In this article, we’ll provide you with an extensive list of 161+ qualitative research topics tailored to STEM students. We’ll also explore how to find and choose good qualitative research topics, and why these topics are particularly beneficial for students, including those in high school.

Also Like To Read: 171+ Brilliant Quantitative Research Topics For STEM Students

Table of Contents

What Are Qualitative Research Topics for STEM Students

Qualitative research topics for stem students are questions or issues that necessitate an in-depth exploration of people’s experiences, beliefs, and behaviors. STEM students can use this approach to investigate societal impacts, ethical dilemmas, and user experiences related to scientific advancements and innovations.

Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research delves into the ‘whys’ and ‘hows’ of a particular phenomenon.

How to Find and Choose Good Qualitative Research Topics

Selecting qualitative research topics for stem students is a crucial step in the research process. Here are some tips to help you find and choose a suitable topic:

• Passion and Interest: Start by considering your personal interests and passions. What topics within STEM excite you? Research becomes more engaging when you’re genuinely interested in the subject.
• Relevance: Choose qualitative research topics for stem students. Look for gaps in the existing knowledge or unanswered questions.
• Literature Review: Conduct a thorough literature review to identify the latest trends and areas where qualitative research is lacking. This can guide you in selecting a topic that contributes to the field.
• Feasibility: Ensure that your chosen topic is feasible within the resources and time constraints available to you. Some research topics may require extensive resources and funding.
• Ethical Considerations: Be aware of ethical concerns related to your qualitative research topics for stem students, especially when dealing with human subjects or sensitive issues.

Here are the most exciting and very interesting Qualitative Research Topics For STEM Students, high school students, nursing students, college students, etc.

Biology Qualitative Research Topics

• Impact of Ecosystem Restoration on Biodiversity
• Ethical Considerations in Human Gene Editing
• Public Perceptions of Biotechnology in Agriculture
• Coping Mechanisms and Stress Responses in Marine Biologists
• Cultural Perspectives on Traditional Herbal Medicine
• Community Attitudes Toward Wildlife Conservation Efforts
• Ethical Issues in Animal Testing and Research
• Indigenous Knowledge and Ethnobotany
• Psychological Well-being of Conservation Biologists
• Attitudes Toward Endangered Species Protection

Chemistry Qualitative Research Topics For STEM Students

• Adoption of Green Chemistry Practices in the Pharmaceutical Industry
• Public Perception of Chemical Safety in Household Products
• Strategies for Improving Chemistry Education
• Art Conservation and Chemical Analysis
• Consumer Attitudes Toward Organic Chemistry in Everyday Life
• Ethical Considerations in Chemical Waste Disposal
• The Role of Chemistry in Sustainable Agriculture
• Perceptions of Nanomaterials and Their Applications
• Chemistry-Related Career Aspirations in High School Students
• Cultural Beliefs and Traditional Chemical Practices

Physics Qualitative Research Topics

• Gender Bias in Physics Education and Career Progression
• Philosophical Implications of Quantum Mechanics
• Public Understanding of Renewable Energy Technologies
• Influence of Science Fiction on Scientific Research
• Perceptions of Dark Matter and Dark Energy in the Universe
• Student Experiences in High School Physics Classes
• Physics Outreach Programs and Their Impact on Communities
• Cultural Variations in the Perception of Time and Space
• Role of Physics in Environmental Conservation
• Public Engagement with Science Through Astronomy Events

Engineering Qualitative Research Topics For STEM Students

• Ethics in Artificial Intelligence and Robotics
• Human-Centered Design in Engineering
• Innovation and Sustainability in Civil Engineering
• Public Perception of Self-Driving Cars
• Engineering Solutions for Climate Change Mitigation
• Experiences of Women in Male-Dominated Engineering Fields
• Role of Engineers in Disaster Response and Recovery
• Ethical Considerations in Technology Patents
• Perceptions of Engineering Education and Career Prospects
• Students Views on the Role of Engineers in Society

Computer Science Qualitative Research Topics

• Gender Diversity in Tech Companies
• Ethical Implications of AI-Powered Decision-Making
• User Experience and Interface Design
• Cybersecurity Awareness and Behaviors
• Digital Privacy Concerns and Practices
• Social Media Use and Mental Health in College Students
• Gaming Culture and its Impact on Social Interactions
• Student Attitudes Toward Coding and Programming
• Online Learning Platforms and Student Satisfaction
• Perceptions of Artificial Intelligence in Everyday Life

Mathematics Qualitative Research Topics For STEM Students

• Gender Stereotypes in Mathematics Education
• Cultural Variations in Problem-Solving Approaches
• Perception of Math in Everyday Life
• Math Anxiety and Coping Mechanisms
• Historical Development of Mathematical Concepts
• Attitudes Toward Mathematics Among Elementary School Students
• Role of Mathematics in Solving Real-World Problems
• Homeschooling Approaches to Teaching Mathematics
• Effectiveness of Math Tutoring Programs
• Math-Related Stereotypes in Society

Environmental Science Qualitative Research Topics

• Local Communities’ Responses to Climate Change
• Public Understanding of Conservation Practices
• Sustainable Agriculture and Farmer Perspectives
• Environmental Education and Behavior Change
• Indigenous Ecological Knowledge and Biodiversity Conservation
• Conservation Awareness and Behavior of Tourists
• Climate Change Perceptions Among Youth
• Perceptions of Water Scarcity and Resource Management
• Environmental Activism and Youth Engagement
• Community Responses to Environmental Disasters

Geology and Earth Sciences Qualitative Research Topics For STEM Students

• Geologists’ Risk Perception and Decision-Making
• Volcano Hazard Preparedness in At-Risk Communities
• Public Attitudes Toward Geological Hazards
• Environmental Consequences of Extractive Industries
• Perceptions of Geological Time and Deep Earth Processes
• Use of Geospatial Technology in Environmental Research
• Role of Geology in Disaster Preparedness and Response
• Geological Factors Influencing Urban Planning
• Community Engagement in Geoscience Education
• Climate Change Communication and Public Understanding

Astronomy and Space Science Qualitative Research Topics

• The Role of Science Communication in Astronomy Education
• Perceptions of Space Exploration and Colonization
• UFO and Extraterrestrial Life Beliefs
• Public Understanding of Black Holes and Neutron Stars
• Space Tourism and Future Space Travel
• Impact of Space Science Outreach Programs on Student Interest
• Cultural Beliefs and Rituals Related to Celestial Events
• Space Science in Indigenous Knowledge Systems
• Public Engagement with Astronomical Phenomena
• Space Exploration in Science Fiction and Popular Culture

Medicine and Health Sciences Qualitative Research Topics

• Patient-Physician Communication and Trust
• Ethical Considerations in Human Cloning and Genetic Modification
• Public Attitudes Toward Vaccination
• Coping Strategies for Healthcare Workers in Pandemics
• Cultural Beliefs and Health Practices
• Health Disparities Among Underserved Communities
• Medical Decision-Making and Informed Consent
• Mental Health Stigma and Help-Seeking Behavior
• Wellness Practices and Health-Related Beliefs
• Perceptions of Alternative and Complementary Medicine

Psychology Qualitative Research Topics

• Perceptions of Body Image in Different Cultures
• Workplace Stress and Coping Mechanisms
• LGBTQ+ Youth Experiences and Well-Being
• Cross-Cultural Differences in Parenting Styles and Outcomes
• Perceptions of Psychotherapy and Counseling
• Attitudes Toward Medication for Mental Health Conditions
• Psychological Well-being of Older Adults
• Role of Cultural and Social Factors in Psychological Well-being
• Technology Use and Its Impact on Mental Health

Social Sciences Qualitative Research Topics

• Political Polarization and Online Echo Chambers
• Immigration and Acculturation Experiences
• Educational Inequality and School Policy
• Youth Engagement in Environmental Activism
• Identity and Social Media in the Digital Age
• Social Media and Its Influence on Political Beliefs
• Family Dynamics and Conflict Resolution
• Social Support and Coping Strategies in College Students
• Perceptions of Cyberbullying Among Adolescents
• Impact of Social Movements on Societal Change

Interesting Sociology Qualitative Research Topics For STEM Students

• Perceptions of Racial Inequality and Discrimination
• Aging and Quality of Life in Elderly Populations
• Gender Roles and Expectations in Relationships
• Online Communities and Social Support
• Cultural Practices and Beliefs Related to Marriage
• Family Dynamics and Coping Mechanisms
• Perceptions of Community Safety and Policing
• Attitudes Toward Social Welfare Programs
• Influence of Media on Perceptions of Social Issues
• Youth Perspectives on Education and Career Aspirations

Anthropology Qualitative Research Topics

• Traditional Knowledge and Biodiversity Conservation
• Cultural Variation in Parenting Practices
• Indigenous Language Revitalization Efforts
• Social Impacts of Tourism on Indigenous Communities
• Rituals and Ceremonies in Different Cultural Contexts
• Food and Identity in Cultural Practices
• Traditional Healing and Healthcare Practices
• Indigenous Rights and Land Conservation
• Ethnographic Studies of Marginalized Communities
• Cultural Practices Surrounding Death and Mourning

Economics and Business Qualitative Research Topics

• Small Business Resilience in Times of Crisis
• Workplace Diversity and Inclusion
• Corporate Social Responsibility Perceptions
• International Trade and Cultural Perceptions
• Consumer Behavior and Decision-Making in E-Commerce
• Business Ethics and Ethical Decision-Making
• Innovation and Entrepreneurship in Startups
• Perceptions of Economic Inequality and Wealth Distribution
• Impact of Economic Policies on Communities
• Role of Economic Education in Financial Literacy

Good Education Qualitative Research Topics For STEM Students

• Homeschooling Experiences and Outcomes
• Teacher Burnout and Coping Strategies
• Inclusive Education and Special Needs Integration
• Student Perspectives on Online Learning
• High-Stakes Testing and Its Impact on Students
• Multilingual Education and Bilingualism
• Perceptions of Educational Technology in Classrooms
• School Climate and Student Well-being
• Teacher-Student Relationships and Their Effects on Learning
• Cultural Diversity in Education and Inclusion

Environmental Engineering Qualitative Research Topics

• Sustainable Transportation and Community Preferences
• Ethical Considerations in Waste Reduction and Recycling
• Public Attitudes Toward Renewable Energy Projects
• Environmental Impact Assessment and Community Engagement
• Sustainable Urban Planning and Neighborhood Perceptions
• Water Quality and Conservation Practices in Residential Areas
• Green Building Practices and User Experiences
• Community Resilience in the Face of Climate Change
• Role of Environmental Engineers in Disaster Preparedness

Why Qualitative Research Topics Are Good for STEM Students

• Deeper Understanding: Qualitative research encourages STEM students to explore complex issues from a human perspective. This deepens their understanding of the broader impact of scientific discoveries and technological advancements.
• Critical Thinking: Qualitative research fosters critical thinking skills by requiring students to analyze and interpret data, consider diverse viewpoints, and draw nuanced conclusions.
• Real-World Relevance: Many qualitative research topics have real-world applications. Students can address problems, inform policy, and contribute to society by investigating issues that matter.
• Interdisciplinary Learning: Qualitative research often transcends traditional STEM boundaries, allowing students to draw on insights from psychology, sociology, anthropology, and other fields.
• Preparation for Future Careers: Qualitative research skills are valuable in various STEM careers, as they enable students to communicate complex ideas and understand the human and social aspects of their work.

Qualitative Research Topics for High School STEM Students

High school STEM students can benefit from qualitative research by honing their critical thinking and problem-solving skills. Here are some qualitative research topics suitable for high school students:

• Perceptions of STEM Education: Investigate students’ and teachers’ perceptions of STEM education and its effectiveness.
• Environmental Awareness: Examine the factors influencing high school students’ environmental awareness and eco-friendly behaviors.
• Digital Learning in the Classroom: Explore the impact of technology on learning experiences and student engagement.
• STEM Gender Gap: Analyze the reasons behind the gender gap in STEM fields and potential strategies for closing it.
• Science Communication: Study how high school students perceive and engage with popular science communication channels, like YouTube and podcasts.
• Impact of Extracurricular STEM Activities: Investigate how participation in STEM clubs and competitions influences students’ interest and performance in science and technology.

In essence, these are the best qualitative research topics for STEM students in the Philippines and are usable for other countries students too. Qualitative research topics offer STEM students a unique opportunity to explore the multifaceted aspects of their fields, develop essential skills, and contribute to meaningful discoveries. With the right topic selection, a strong research design, and ethical considerations, STEM students can easily get the best knowledge on exciting qualitative research that benefits both their career growth. So, choose a topic that resonates with your interests and get best job in your interest field.

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151+ Brilliant Qualitative Research Topics for STEM Students

Have you ever wondered about cool things in STEM (Science, Technology, Engineering, and Mathematics)? If not, here is all the info for students. Most of the students can explore through research? Well, let’s dive into a world of fascinating topics with “Qualitative Research Topics for STEM Students”

Have you ever wondered why plants grow differently in various environments or how kids learn math better? These are the types of questions that scientists and researchers in STEM fields love to investigate using a method called qualitative research. But wait, what exactly is qualitative research? It’s like being a detective, but instead of solving crimes, we explore and understand the world by collecting stories, experiences, and opinions to answer our curious questions.

Imagine exploring how people interact with robots or why some diseases affect certain groups more than others. That’s the playground of qualitative research for STEM students! It’s not just about numbers and equations; it’s about understanding people’s thoughts, behaviors, and experiences to solve real-world problems.

So, get ready to put on your research hat and join the exciting journey of uncovering amazing insights in STEM fields through qualitative research. Let’s explore topics that will make our scientific minds curious and our problem-solving skills sharper!

Table of Contents

What Are Qualitative Research Topics

Qualitative research in STEM (Science, Technology, Engineering, and Mathematics) encompasses a diverse array of areas, each offering an insightful lens into the human experience within scientific exploration and technological advancement. These research topics delve into the qualitative aspects of various scientific domains, aiming to understand perceptions, attitudes, ethical considerations, societal impacts, and human-centered approaches inherent in the STEM disciplines.

How Do I Find Good Qualitative Research Topics for STEM Students?

Finding good qualitative research topics for STEM students involves a systematic approach that considers various factors. Here’s a step-by-step guide to help you identify compelling research topics:

1. Explore Current Trends and Issues:

• Read scientific journals, articles, and reputable websites focusing on STEM fields. Identify emerging technologies, ongoing debates, and contemporary issues in your area of interest.
• Follow discussions in online forums, attend conferences, and join academic groups or societies related to your STEM discipline.

2. Consider Ethical and Societal Implications:

• Reflect on ethical dilemmas, societal impacts, and human-centered aspects of scientific advancements within your STEM field.
• Analyze how technological developments affect society, considering ethical concerns, inclusivity, and environmental impacts.

3. Brainstorm and Narrow Down Ideas:

• Brainstorm a list of potential research topics. Consider what interests you the most and aligns with your expertise or academic goals.
• Prioritize topics based on feasibility, relevance, and potential impact.

4. Conduct Preliminary Research:

• Conduct preliminary literature reviews to understand existing studies and gaps in knowledge within your chosen field.
• Look for areas where qualitative research methods can contribute significantly to understanding human perspectives, societal impact, or ethical considerations.

5. Engage with Academic Advisors or Mentors:

• Discuss potential research topics with professors, academic advisors, or mentors. They can provide valuable insights, suggest resources, and guide you toward suitable research areas.

6. Evaluate Feasibility and Resources:

• Assess the feasibility of conducting qualitative research within your chosen topic, considering available resources, time constraints, and access to data or participants.
• Ensure the topic allows for qualitative data collection methods such as interviews, surveys, observations, or focus groups.

7. Refine and Formulate Your Research Question:

• Refine your research topic into a specific, clear, and concise research question or hypothesis. Ensure it’s manageable within the scope of your study.

8. Consider Interdisciplinary Perspectives:

• Explore interdisciplinary connections within STEM fields. Consider how insights from different disciplines could enrich your research topic.

9. Seek Feedback and Validation:

• Share your potential research topics with peers, professors, or colleagues to get feedback and validation. Adjust or refine your topic based on their insights.

10. Stay Updated and Flexible:

• Remain flexible as your research progresses. New ideas, insights, or changes in the field might lead you to modify or adapt your research topic.

List of Qualitative Research Topics for STEM Students

Check out qualitative research topics for STEM:-

Cool Biology Qualitative Research Topics

• Cultural Perspectives on Traditional Medicine
• Ethical Considerations in Genetic Engineering
• Behavioral Ecology and Conservation
• Qualitative Analysis of Microbial Interactions in Soil
• Public Perception of Biotechnology in Agriculture

Chemistry Related Qualitative Research Topics for STEM Students

• Qualitative Assessment of Nanomaterials’ Environmental Impact
• Chemical Communication in Marine Organisms
• Perception of Chemical Safety in Consumer Products
• Societal Attitudes Towards Renewable Energy Technologies
• Ethical Implications of Chemical Warfare Agents

Computer Science Research Topics Qualitative

• User Experience Design in Augmented Reality Applications
• Ethical Considerations in AI Bias and Fairness
• Social Impacts of Online Information Filtering Algorithms
• Perceptions of Cybersecurity Risks in IoT Devices
• Qualitative Analysis of Educational Technology Adoption

Qualitative Research Topics for STEM Students For Engineering

• Human Factors in Transportation Technology
• Ethical Challenges in Biomedical Device Innovation
• Societal Perceptions of Smart Cities’ Infrastructure
• Qualitative Assessment of Sustainable Infrastructure Development
• Human-Centered Design in Robotics and Automation

Mathematics Qualitative Research Topics for STEM Students

• Qualitative Analysis of Problem-Solving Strategies in Mathematics
• Perception of Math Anxiety in Different Demographics
• Ethical Considerations in Cryptography and Data Security
• Qualitative Evaluation of Mathematics Education Policies
• Societal Attitudes Towards Statistical Interpretations

Physics Qualitative Research Topics

• Qualitative Study of Quantum Computing’s Public Perception
• Ethical Implications of Nuclear Energy Development
• Societal Perspectives on Space Exploration and Colonization
• Public Attitudes Towards Climate Change Physics
• Qualitative Analysis of Particle Physics Education Outreach

Environmental Science Research Topics

• Qualitative Assessment of Climate Change Adaptation Strategies
• Perception of Biodiversity Conservation Efforts
• Ethical Considerations in Environmental Policy Decision-Making
• Societal Attitudes Towards Plastic Pollution Solutions
• Qualitative Analysis of Urban Green Spaces’ Importance

Neuroscience Qualitative Research Topics for STEM Students

• Qualitative Study of Mental Health Stigmas in Society
• Ethical Considerations in Neuroscience Research with Human Subjects
• Societal Perceptions of Brain-Computer Interfaces
• Public Attitudes Towards Neurotechnologies for Rehabilitation
• Qualitative Analysis of Neurodiversity Advocacy

Agricultural Science Qualitative Research Topics for Students

• Perception of GMOs and Organic Farming in Agriculture
• Ethical Challenges in Animal Welfare in Farming Practices
• Societal Attitudes Towards Sustainable Agriculture Methods
• Qualitative Assessment of Food Security Initiatives
• Human-Centered Design in Agricultural Technology

Health Sciences Qualitative Research Topics

• Qualitative Study of Healthcare Disparities in Underserved Communities
• Ethical Implications of Gene Editing in Human Health
• Societal Perceptions of Telemedicine and Remote Health Services
• Public Attitudes Towards Vaccination and Immunization Programs
• Qualitative Analysis of Health Education and Promotion Campaigns

Robotics Qualitative Research Topics for STEM Students

• Perception of Robotics in Daily Life and Work Environments
• Ethical Considerations in AI-Powered Robotics Development
• Societal Attitudes Towards Humanoid Robots in Healthcare
• Public Perception of Autonomous Robotics in Transportation
• Qualitative Analysis of Robotics Education in Schools

Good Qualitative Research Topics for STEM Students For Bioengineering

• Qualitative Study of Bioprinting’s Social and Ethical Implications
• Perception of Human Enhancement Technologies
• Ethical Considerations in Organ Transplantation and Tissue Engineering
• Societal Attitudes Towards Bioinformatics and Personalized Medicine
• Qualitative Analysis of Bioengineering Entrepreneurship Challenges

Astronomy Qualitative Research Topics for STEM Students

• Qualitative Assessment of Public Interest in Astronomy
• Perception of Space Exploration’s Impact on Society
• Ethical Implications of Astrobiology and the Search for Extraterrestrial Life
• Societal Attitudes Towards Space Tourism and Commercial Space Travel
• Qualitative Study of Astronomy Education Outreach Programs

Materials Science Qualitative Research Topics

• Qualitative Analysis of Nanomaterials’ Perceived Risks and Benefits
• Perception of Sustainable Materials in Consumer Goods
• Ethical Considerations in Biodegradable Materials Development
• Societal Attitudes Towards Recycling and Circular Economy Initiatives
• Human-Centered Design in Materials Science Innovation

Biotechnology Qualitative Research Topics for STEM Students

• Qualitative Study of CRISPR-Cas9 Technology’s Public Perception
• Perception of Synthetic Biology and Its Ethical Implications
• Ethical Challenges in Biopharmaceutical Development
• Societal Attitudes Towards Biofuels and Renewable Bioproducts
• Qualitative Analysis of Biotechnology Education Programs

Amazing Qualitative Research Topics for STEM Students For Oceanography

• Qualitative Assessment of Ocean Conservation Efforts
• Perception of Plastic Pollution and Its Impact on Marine Life
• Ethical Considerations in Deep-Sea Mining
• Societal Attitudes Towards Ocean Exploration and Research
• Qualitative Study of Oceanography Awareness Campaigns

Geology Qualitative Research Topics for STEM Students

• Qualitative Analysis of Public Perception of Geological Hazards
• Perception of Climate Change’s Impact on Geology
• Ethical Considerations in Geological Resource Extraction
• Societal Attitudes Towards Geothermal Energy Exploration
• Qualitative Study of Geology Education and Outreach Programs

Atmospheric Science Qualitative Research Topics

• Qualitative Assessment of Public Understanding of Climate Models
• Perception of Air Quality and Its Effects on Health
• Ethical Implications of Geoengineering Solutions for Climate Change
• Societal Attitudes Towards Renewable Energy in Weather-Dependent Systems
• Qualitative Study of Atmospheric Science Communication Strategies

Genetics Interesting Qualitative Research Topics for STEM Students

• Qualitative Analysis of Public Attitudes Towards Genetic Privacy
• Perception of Genetic Testing and Its Ethical Boundaries
• Ethical Considerations in Gene Therapy Research
• Societal Attitudes Towards Genetic Modification in Agriculture
• Qualitative Study of Genetics Education and Public Outreach

Great Qualitative Research Topics for STEM Students In Bioinformatics

• Qualitative Assessment of Bioinformatics Tools in Biomedical Research
• Perception of Privacy and Data Security in Bioinformatics
• Ethical Considerations in Big Data Analysis in Life Sciences
• Societal Attitudes Towards Personal Genomics and Precision Medicine
• Qualitative Analysis of Bioinformatics Training Programs

Pharmacology Qualitative Research Topics for STEM Students

• Qualitative Study of Alternative Medicine Use and Perceptions
• Perception of Pharmaceutical Drug Safety and Regulation
• Ethical Implications of Clinical Trials and Human Testing
• Societal Attitudes Towards Drug Pricing and Accessibility
• Qualitative Analysis of Pharmacology Education Initiatives

Cognitive Science Qualitative Research Topics

• Qualitative Assessment of Cognitive Bias and Decision-Making
• Perception of AI in Human Cognition Augmentation
• Ethical Considerations in Brain-Computer Interface Technology
• Societal Attitudes Towards Memory Enhancement Technologies
• Qualitative Study of Cognitive Science in Education

Nanotechnology Qualitative Research Topics for STEM Students

• Qualitative Analysis of Nanotechnology Risk Perception
• Perception of Nanomedicine and Its Ethical Implications
• Ethical Considerations in Nanomaterials Manufacturing
• Societal Attitudes Towards Nanotechnology Applications in Daily Life
• Qualitative Study of Nanotechnology Awareness Campaigns

Top Rated Wildlife Conservation Qualitative Research Topics

• Qualitative Assessment of Conservation Awareness Programs
• Perception of Human-Wildlife Conflict and Its Solutions
• Ethical Considerations in Wildlife Rehabilitation and Conservation Practices
• Societal Attitudes Towards National Parks and Protected Areas
• Qualitative Study of Wildlife Conservation Education Initiatives

Plant Science Qualitative Research Topics for STEM Students

• Qualitative Analysis of Public Perception of GMO Crops
• Perception of Plant-Based Medicine and Its Cultural Significance
• Ethical Considerations in Plant Genetic Research
• Societal Attitudes Towards Urban Agriculture and Green Spaces
• Qualitative Study of Plant Science Education Outreach

Cell Biology Qualitative Research Topics

• Qualitative Assessment of Stem Cell Research Awareness
• Perception of Cellular Aging and Its Implications
• Ethical Considerations in Cloning and Cell Engineering
• Societal Attitudes Towards Cellular Therapies in Medicine
• Qualitative Study of Cell Biology in Science Communication

Anatomy Qualitative Research Topics for STEM Students

• Qualitative Analysis of Public Knowledge on Human Anatomy
• Perception of Anatomical Donations and Ethical Concerns
• Ethical Considerations in Human Body Imaging Technology
• Societal Attitudes Towards Organ Transplantation and Donation
• Qualitative Study of Anatomy Education and Awareness Campaigns

Environmental Engineering Qualitative Research Topics for Students

• Qualitative Assessment of Environmental Remediation Methods
• Perception of Wastewater Treatment Technologies
• Ethical Considerations in Ecological Restoration Projects
• Societal Attitudes Towards Sustainable Infrastructure Development
• Qualitative Study of Environmental Engineering Education Initiatives

Computational Biology Research Topics

• Qualitative Analysis of Computational Tools in Biology Research
• Perception of Data Privacy in Computational Biology
• Ethical Considerations in AI-Assisted Biology Research
• Societal Attitudes Towards Predictive Biological Modeling
• Qualitative Study of Computational Biology Outreach Programs

Virology Qualitative Research Topics for STEM Students

• Qualitative Assessment of Public Understanding of Viral Diseases
• Perception of Vaccines and Their Ethical Use
• Ethical Considerations in Virus Research and Experimentation
• Societal Attitudes Towards Pandemic Preparedness and Response
• Qualitative Study of Virology Education and Awareness Initiatives

Immunology Qualitative Research Topics

• Qualitative Analysis of Immunization Education and Perceptions
• Perception of Autoimmune Diseases and Their Social Impact
• Ethical Considerations in Immunotherapy Development
• Societal Attitudes Towards Herd Immunity and Vaccination Policies
• Qualitative Study of Immunology Outreach and Advocacy Programs

Biochemistry Qualitative Research Topics for STEM Students

• Qualitative Assessment of Public Understanding of Biomolecules
• Perception of Nutritional Biochemistry and Health
• Ethical Considerations in Biochemical Research with Human Subjects
• Societal Attitudes Towards Biochemical Engineering and Biotechnology
• Qualitative Study of Biochemistry Education and Communication Strategies

Qualitative Research Topics for STEM Students In Stem Cell Research

• Qualitative Analysis of Stem Cell Therapy Awareness
• Perception of Ethical Boundaries in Stem Cell Research
• Ethical Considerations in Stem Cell Banking and Usage
• Societal Attitudes Towards Stem Cell Regulations and Policies
• Qualitative Study of Stem Cell Research Public Engagement

Marine Biology Qualitative Research Topics for STEM Students

• Qualitative Assessment of Marine Conservation Efforts
• Perception of Coral Reef Degradation and Its Implications
• Ethical Considerations in Marine Wildlife Research
• Societal Attitudes Towards Sustainable Fishing Practices
• Qualitative Study of Marine Biology Education Initiatives
• Public Awareness and Perception of Marine Pollution

Other Most Interesting Qualitative Research Topics for STEM Students

Here are the unique Qualitative Research Topics for STEM Students:

Interesting and Informative Research Topics For Senior High School STEM Students

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Calling all STEM enthusiasts on a quest for a qualitative research adventure! Get ready to unlock the treasure trove of captivating topics that blend the magic of storytelling with the wonders of science, technology, engineering, and a dash of enchantment:

1. Cracking the Code: The Secret Lives of Software Developers

Embark on a journey through the hidden realms of coding, uncovering the tales of triumphs, challenges, and the magical moments behind every line of code.

2. Engineering Marvels: Stories Behind the Designs

Dive deep into the narrative of engineering design, discovering the creativity, problem-solving , and the twists and turns in the magical journey of bringing ideas to life.

3. UX Magic: The Wizardry Behind User Experiences

Explore the qualitative side of user experiences in the tech world. What makes some interfaces spellbinding? Let’s unravel the secrets.

4. AI Dilemmas: Ethical Quandaries in Artificial Intelligence

Join the quest to explore how individuals navigate the complex ethical challenges lurking in the enchanted world of Artificial Intelligence.

5. STEM Education: A Tale of Teaching and Learning

Cast a spell on the narratives of educators and students alike, unveiling the mysteries of effective STEM teaching methods and learning experiences.

6. Women in STEM: Breaking the Spell

Hear the tales of resilience, challenges, and triumphs as women navigate the captivating world of STEM careers.

7. Robo Wonders: The Human Touch in Robotics Design

Discover the human factors influencing the design and usability of robots in various STEM applications. It’s more than just nuts and bolts!

8. Emotions in Science: The Rollercoaster of Discovery

Qualitatively explore the emotional landscapes of scientists, from the initial spark of curiosity to the euphoria of groundbreaking discoveries.

9. Gamification Magic: Learning STEM with a Twist

Join the adventure into the world of gamified STEM learning. What spells make learning fun, engaging, and effective?

10. Data Scientists Unveiled: Beyond the Numbers

Step into the shoes of data scientists and unravel the narrative behind the numbers. It’s not just about data; it’s about the stories they tell.

11. Startups and Sorcery: Entrepreneurs in STEM

Hear the enchanting stories of entrepreneurs in STEM fields. What challenges did they face, and how did they turn their ideas into magical startups?

12. Climate Chronicles: Scientists and the Call of Nature

Explore the narratives of environmental scientists as they communicate the urgency of climate change. How do their stories shape our understanding?

13. Biomedical Wizardry: Human-Centered Design in Action

Peel back the curtain on the human stories behind biomedical devices. What tales do these devices tell from the perspective of users?

14. Ethical Dilemmas: STEM Professionals at the Crossroads

Venture into the qualitative dimensions of ethical decision-making in STEM professions. What moral compass guides these modern-day wizards?

15. VR Voyages: Beyond Tech into the Realm of Experience

Qualitatively study users’ experiences in virtual reality. What emotional landscapes and perceptions unfold in this immersive journey beyond technology?

Gear up for an epic research adventure, fellow STEM sorcerers! May your inquiries be fruitful, your discoveries magical, and your narratives enchanting.

How Do I Choose Experimental Quantitative Research Topics For STEM Students?

Choosing a qualitative research topic is like embarking on a quest, and the first step is finding the perfect treasure map. Here’s your guide to navigating this exciting Quantitative Research Topics For STEM Students:

1. Discover Your Passion

Imagine this as a journey through uncharted territories. What sparks your curiosity? What gets you excited? Your research adventure should be fueled by your interests and passions.

2. Dive into the Story of Research

Picture yourself in a library that’s a bit like the Hogwarts of academia. Take a stroll through the literature, read the tales of past researchers, and see where your story intersects with theirs.

3. Check Your Backpack

Take stock of your resources. What’s in your backpack? How much time do you have? Knowing your limits helps you choose a quest that’s challenging but doable.

4. Quest Purpose

Every quest has a purpose. Define yours. Are you exploring, describing, understanding, or uncovering hidden realms? Knowing your quest’s purpose is like having a magical compass guiding your way.

5. Scope – Zoom In or Out

Decide if you want to zoom in on a specific creature in the forest or take a panoramic shot of the enchanted woods. Both are magical, but what suits your adventurer spirit?

6. Call a Council of Wizards

Seek advice from wise mentors and seasoned wizards. Their spells of wisdom can help you choose a quest that aligns with the stars and your own constellation.

7. Engage with the Locals

Imagine talking to the locals in a mystical village. Involve potential participants or stakeholders in your decision-making. Their insights might reveal secret passageways and shortcuts.

Best Qualitative Research Topics for STEM Students PDF

Here are the Qualitative Research Topics for STEM Students:

What Is An Example of Qualitative Research In Science?

Let’s embark on a scientific adventure that goes beyond charts and graphs, diving into the human side of climate change. Picture this: a qualitative research expedition that’s more about stories and emotions than cold, hard numbers.

The Climate Chronicles: Unveiling the Human Tale of Change

Our intrepid scientists set out not just to measure rising temperatures but to capture the heartbeat of a coastal community experiencing the frontline impacts of climate change.

Mission Objectives

• Discover the personal stories of locals as they navigate the ebb and flow of changing tides. How has the rising sea level rewritten the chapters of their lives?
• Explore the emotional landscape. What fears, hopes, and coping mechanisms emerge when faced with the unpredictable forces of climate change?
• Weave through the cultural fabric of the community’s relationship with the environment. How do these changes resonate culturally and emotionally?
• Highlight the community’s resilience. What communal efforts or practices have sprung up as a response to the environmental challenges?

Tools of Exploration

• Researchers delved into personal narratives through one-on-one interviews, giving the community a platform to share their unique experiences.
• Immerse yourself in the community’s daily life. Researchers became temporary residents, observing rituals, dynamics, and the heartbeat of the community.
• Gather ’round for focus group discussions where shared experiences, challenges, and collective brainstorming took center stage.

Reading Between the Lines

• Forget statistical jargon. Researchers uncovered recurring themes that resonated in the community’s stories, revealing the emotional and cultural layers of climate change.
• Instead of drowning findings in numerical data, the researchers opted for a storytelling approach. Imagine presenting scientific findings as a captivating narrative.

To wrap it up, the world of qualitative research topics for STEM students is like a backstage pass to the fascinating show where science and humanity share the limelight. It’s not just about equations and lab coats; it’s about the untold stories waiting to be discovered.

As STEM students embark on their research quests, they’re not just wielding pipettes and microscopes; they’re becoming the detectives of scientific narratives. These topics aren’t mere data points; they’re invitations to dive into the stories behind every breakthrough, every innovation, and every scientific twist and turn.

So, imagine STEM students as the Sherlock Holmes of the scientific realm, chasing clues, unraveling mysteries, and discovering the human heartbeat within the data. In this grand adventure of knowledge, may they not only find answers but also stumble upon the tales that make STEM a truly captivating journey.

Here’s to a future filled with exciting research, unexpected discoveries, and the thrill of being both scientists and storytellers. Happy exploring, STEM trailblazers!

Frequently Asked Questions

Why choose qualitative research in stem.

Qualitative research brings depth and context to STEM studies, unraveling the human stories behind scientific endeavors.

How can STEM students incorporate qualitative methods in their projects?

STEM students can integrate qualitative methods by crafting meaningful research questions and choosing methodologies that align with their inquiries.

Are there challenges specific to conducting qualitative research in STEM?

Yes, challenges exist, such as balancing objectivity and subjectivity, but qualitative research offers valuable insights that outweigh these hurdles.

Can qualitative research contribute to improving STEM education?

Absolutely. By understanding the lived experiences of STEM learners, qualitative research provides valuable input for enhancing educational approaches.

What is the future of qualitative research in emerging STEM fields?

The future is promising, with qualitative research playing a vital role in shaping and understanding the dynamics of emerging STEM disciplines.

Related Posts

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Qualitative research in STEM : studies of equity, access, and innovation

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Creators/contributors, contents/summary.

• Contents Introduction Sherry Marx
• *"I am an innovator:" Quahn's Counter-narrative of Becoming in STEM
• Angela Calabrese Barton, Myunghwan Shin, and LaQuahn Johnson
• *"I come because I make toy.": Examining Nodes of Criticality in an Afterschool Science & Engineering (SE) Club with Refugee Youth
• Edna Tan and Beverly Faircloth
• * Sociocultural Analysis of Engineering Design: Latino High School Students' Funds of Knowledge and Implications for Culturally Responsive Engineering Education
• Joel Alejandro Mejia
• * Bruised But Not Broken: African American Women Persistence in Engineering Degree Programs in Spite of Stereotype Threat
• Sherry Marx
• * Examining Academic Integrity in the Postmodern: Undergraduates' Use of Solutions to Complete Textbook-based Engineering Coursework
• Angela Minichiello
• * Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering
• Matthew Meyer and Sherry Marx
• * nitacimowinis: A research story in Indigenous Science Education
• * From Ambivalences toward Self-Efficacy: Bilingual Teacher Candidates' Shifting Sense of Knowing as Conocimiento with STEM
• Anita Bright and G. Sue Kasun
• * Examining the Non-Rational in Science Classrooms: Girls, Sustainability, and Science Education
• Kim Haverkos
• * Seven Types of Subitizing Activity Characterizing Young Children's Mental Activity
• Beth L. MacDonald and Jesse L. M. Wilkins
• * Orienting Students to One Another and to the Mathematics During Discussions
• Elham Kazemi and Adrian Cunard List of Contributors Index.
• (source: Nielsen Book Data)

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QUALITATIVE RESEARCH IN STEM EDUCATION: Studies of Equity, Access and Innovation

Qualitative Research in STEM Education examines the ground-breaking potential of qualitative research methods to address issues of social justice, equity, and sustainability in STEM. A collection of empirical studies conducted by prominent STEM researchers, this book examines the experiences and challenges faced by traditionally marginalized groups in STEM, most notably minority students and women. Investigations ito these issues, as well as the high dropout rate among engineering students and issues of academic integrity in STEM, come with detailed explanations of the study methodologies used in each case. Contributors also provide personal narratives that share their perspectives on the benefits of qualitative research methodologies for the topics explored. Through a variety of qualitative methodologies, including participatory action research, indigenous research, and critical ethnography, this volume aims to reveal and remedy the inequalities within STEM education today.

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• Academia ©2024

• Open access
• Published: 22 April 2020

Research and trends in STEM education: a systematic analysis of publicly funded projects

• Yeping Li 1 ,
• Ke Wang 2 ,
• Yu Xiao 1 ,
• Jeffrey E. Froyd 3 &
• Sandra B. Nite 1  

International Journal of STEM Education volume  7 , Article number:  17 ( 2020 ) Cite this article

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Taking publicly funded projects in STEM education as a special lens, we aimed to learn about research and trends in STEM education. We identified a total of 127 projects funded by the Institute of Education Sciences (IES) of the US Department of Education from 2003 to 2019. Both the number of funded projects in STEM education and their funding amounts were high, although there were considerable fluctuations over the years. The number of projects with multiple principal investigators increased over time. The project duration was typically in the range of 3–4 years, and the goals of these projects were mostly categorized as “development and innovation” or “efficacy and replication.” The majority of the 127 projects focused on individual STEM disciplines, especially mathematics. The findings, based on IES-funded projects, provided a glimpse of the research input and trends in STEM education in the USA, with possible implications for developing STEM education research in other education systems around the world.

Introduction

The rapid development of science, technology, engineering, and mathematics (STEM) education and research since the beginning of this century has benefited from strong, ongoing support from many different entities, including government agencies, professional organizations, industries, and education institutions (Li, 2014 ). Typically, studies that summarized the status of research in STEM education have used publications as the unit of their analyses (e.g., Li et al., 2019 ; Li et al., 2020 ; Margot & Kettler, 2019 ; Minichiello et al., 2018 ; Otten, Van den Heuvel-Panhuizen, & Veldhuis, 2019 ; Schreffler et al., 2019 ). Another approach, which has been used less frequently, is to study research funding. Although not all research publications were generated from funded projects and not all funded projects have been equally productive, as measured by publications, research funding and publications present two different, but related perspectives on the state of research in STEM education. Our review focuses on research funding.

Types of funding support to education research

There are different types of sources and mechanisms in place to allocate, administer, distribute, and manage funding support to education. In general, there are two sources of funding: public and private.

Public funding sources are commonly government agencies that support education program development and training, project evaluation, and research. For example, multiple state and federal agencies in the USA provide and manage funding support to education research, programs and training, including the US Department of Education (ED), the National Science Foundation (NSF), and the National Endowment for the Humanities—Division of Education Programs. Researchers seeking support from public funding sources often submit proposals that are vetted through a well-structured peer-review process. The process is competitive, and the decision to fund a project validates both its importance and alignment with the funding agency’s development agenda. Changes in the agencies’ agendas and funding priorities can reflect governmental intentions and priorities for education and research.

Private funding sources have played a very important role in supporting education programs and research with a long history. Some private funding sources in the USA can be sizeable, such as the Bill & Melinda Gates Foundation ( https://www.gatesfoundation.org ), while many also have specific foci, such as the Howard Hughes Medical Institute ( https://www.hhmi.org ) that is dedicated to advancing science through research and science education. At the same time, private funding sources often have their own development agendas, flexibility in deciding funding priorities, and specific mechanisms in making funding decisions, including how funds can be used, distributed, and managed. Indeed, private funding sources differ from public funding sources in many ways. Given many special features associated with private funding sources, including the lack of transparency, we chose to examine projects that were supported by public funding sources in this review.

Approaches to examining public research funding support

One approach to studying public research funding support to STEM education would be to examine requests-for-proposals (RFPs) issued by different government agencies. However, those RFPs tend to provide guidelines, which are not sufficiently concrete to learn about specific research that is funded. In contrast, reviewing those projects selected for funding can provide more detailed information on research activity. Figure 1 shows a flowchart of research activity and distinguishes how funded projects and publications might provide different perspectives on research. In this review, we focus on the bolded portion of the flowchart, i.e., projects funded to promote STEM education.

A general flowchart of RFPs to publications

Current review

Why focus on research funding in the usa.

Recent reviews of journal publications in STEM education have consistently revealed that scholars in the USA played a leading role in producing and promoting scholarship in STEM education, with about 75% of authorship credits for all publications in STEM education either in the International Journal of STEM Education alone from 2014 to 2018 (Li et al., 2019 ) or in 36 selected journals published from 2000 to 2018 (Li et al., 2020 ). The strong scholarship development in the USA is likely due to a research environment that is well supported and conducive to high research output. Studying public funding support for STEM education research in the USA will provide information on trends and patterns, which will be valuable both in the USA and in other countries.

The context of policy and public funding support to STEM education in the USA

The tremendous development of STEM education in the USA over the past decades has benefited greatly from both national policies and strong funding support from the US governmental agencies as well as private funding sources. Federal funding for research and development in science, mathematics, technology, and engineering-related education in the USA was restarted in the late 1980s, in the latter years of the Reagan administration, which had earlier halted funding. In recent years, the federal government has strongly supported STEM education research and development. For example, the Obama administration in the USA (The White House, 2009 ) launched the “Educate to Innovate” campaign in November 2009 for excellence in STEM education as a national priority, with over 260 million USD in financial and in-kind support commitment. The Trump administration has continued to emphasize STEM education. For example, President Trump signed a memorandum in 2017 to direct ED to spend 200 million USD per year on competitive grants promoting STEM (The White House, 2017 ). In response, ED awarded 279 million USD in STEM discretionary grants in Fiscal Year 2018 (US Department of Education, 2018 ). The Trump administration took a step further to release a report in December 2018 detailing its five-year strategic plan of boosting STEM education in the USA (The White House, 2018 ). The strategic plan envisions that “All Americans will have lifelong access to high-quality STEM education and the USA will be the global leader in STEM literacy, innovation, and employment.” (Committee on STEM Education, 2018 , p. 1). Consistently, current Secretory of Education DeVos in the Trump administration has taken STEM as a centerpiece of her comprehensive education agenda (see https://www.ed.gov/stem ). The consistency in national policies and public funding support shows that STEM education continues to be a strategic priority in the USA.

Among many federal agencies that funded STEM education programs, the ED and NSF have functioned as two primary agencies. For ED, the Institute of Education Sciences (Institute of Education Sciences (IES), n.d. , see https://ies.ed.gov/aboutus/ ) was created by the Education Sciences Reform Act of 2002 as its statistics, research, and evaluation arm. ED’s support to STEM education research has been mainly administered and managed by IES since 2003. In contrast to the focus of ED on education, NSF (see https://www.nsf.gov/about/ ) was created by Congress in 1950 to support basic research in many fields such as mathematics, computer sciences, and social sciences. Education and Human Resources is one of its seven directorates that provides important funding support to STEM education programs and research. In addition to these two federal agencies, some other federal agencies also provide funding support to STEM education programs and research from time to time.

Any study of public funding support to STEM education research in the USA would need to limit its scope, given the complexity of various public funding sources available in the system, the ambiguity associated with the meaning of STEM education across different federal agencies (Li et al., 2020 ), and the number of programs that have funded STEM education research over the years. For the purpose of this review, we have chosen to focus on the projects in STEM education funded by IES.

Research questions

Given the preceding research approach decision to focus on research projects funded by IES, we generated the following questions:

What were the number of projects, total project funding, and the average funding per project from 2003 to 2019 in STEM education research?

What were the trends of having single versus multiple principal investigator(s) in STEM education?

What were the types of awardees of the projects?

What were the participant populations in the projects?

What were the types of projects in terms of goals for program development and research in STEM education?

What were the disciplinary foci of the projects?

What research methods did projects tend to use in conducting STEM education research?

Based on the above discussion to focus on funding support from IES, we first specified the time period, and then searched the IES website to identify STEM education research projects funded by IES within the specified time period.

Time period

As discussed above, IES was established in 2002 and it did not start to administer and manage research funding support for ED until 2003. Therefore, we considered IES funded projects from 2003 to the end of 2019.

Searching and identifying IES funded projects in STEM education

Given the diverse perspectives about STEM education across different agencies and researchers (Li et al., 2020 ), we did not discuss and define the meaning of STEM education. Instead, we used the process described in the following paragraph to identify STEM education research projects funded by IES.

On the publicly accessible IES website ( https://ies.ed.gov ), one menu item is “FUNDING OPPORTUNITIES”, and there is a list of choices within this menu item. One choice is “SEARCH FUNDED RESEARCH GRANTS AND CONTRACTS.” On this web search page, we can choose “Program” under “ADDITIONAL SEARCH OPTIONS.” There are two program categories related to STEM under the option of “Program.” One is “Science, Technology, Engineering, and Mathematics (STEM) Education” under one large category of “Education Research” and the other is “Science, Technology, Engineering, and Mathematics” under another large category of “Special Education Research.” We searched for funded projects under these two program categories, and the process returned 98 funded projects in “Science, Technology, Engineering, and Mathematics (STEM) Education” under “Education Research” and 29 funded projects in “Science, Technology, Engineering, and Mathematics” under “Special Education Research,” for a total of 127 funded projects in these two programs designated for STEM education by IES Footnote 1 .

Data analysis

To address questions 1, 2, 3, and 4, we collected the following information about these projects identified using above procedure: amount of funding, years of duration, information about the PI, types of awardees that received and administered the funding (i.e., university versus those non-university including non-profit organization such as WestEd, Educational Testing Service), and projects’ foci on school level and participants. When a project’s coverage went beyond one category, the project was then coded in terms of its actual number of categories being covered. For example, we used the five categories to classify project’s participants: Pre–K, grades 1–4, grades 5–8, grades 9–12, and adult. If a funded project involved participants from Pre-school to grade 8, then we coded the project as having participants in three categories: Pre-K, grades 1–4, and grades 5–8.

To address question 5, we analyzed projects based on goal classifications from IES. IES followed the classification of research types that was produced through a joint effort between IES and NSF in 2013 (Institute of Education Sciences (IES) and National Science Foundation (NSF), 2013 ). The effort specified six types of research that provide guidance on the goals and level of funding support: foundational research, early-stage or exploratory research, design and development research, efficacy research, effectiveness research, and scale-up research. Related to these types, IES classified goals for funded projects: development and innovation, efficacy and replication, exploration, measurement, and scale-up evaluation, as described on the IES website.

To address question 6, we coded the disciplinary focus using the following five categories: mathematics, science, technology, engineering, and integrated (meaning an integration of any two or more of STEM disciplines). In some cases, we coded a project with multiple disciplinary foci into more than one category. The following are two project examples and how we coded them in terms of disciplinary foci:

The project of “A Randomized Controlled Study of the Effects of Intelligent Online Chemistry Tutors in Urban California School Districts” (2008, https://ies.ed.gov/funding/grantsearch/details.asp?ID=601 ) was to test the efficacy of the Quantum Chemistry Tutors, a suite of computer-based cognitive tutors that are designed to give individual tutoring to high school students on 12 chemistry topics. Therefore, we coded this project as having three categories of disciplinary foci: science because it was chemistry, technology because it applied instructional technology, and integrated because it integrated two or more of STEM disciplines.

The project of “Applications of Intelligent Tutoring Systems (ITS) to Improve the Skill Levels of Students with Deficiencies in Mathematics” (2009, https://ies.ed.gov/funding/grantsearch/details.asp?ID=827 ) was coded as having three categories of disciplinary foci: mathematics, technology because it used intelligent tutoring systems, and integrated because it integrated two or more of STEM disciplines.

To address question 7, all 127 projects were coded using a classification category system developed and used in a previous study (Wang et al., 2019 ). Specifically, each funded project was coded in terms of research type (experimental, interventional, longitudinal, single case, correlational) Footnote 2 , data collection method (interview, survey, observation, researcher designed tests, standardized tests, computer data Footnote 3 ), and data analysis method (descriptive statistics, ANOVA*, general regression, HLM, IRT, SEM, others) Footnote 4 . Based on a project description, specific method(s) were identified and coded following a procedure similar to what we used in a previous study (Wang et al., 2019 ). Two researchers coded each project’s description, and the agreement between them for all 127 projects was 88.2%. When method and disciplinary focus-coding discrepancies occurred, a final decision was reached after discussion.

Results and discussion

In the following sections, we report findings as corresponding to each of the seven research questions.

Question 1: the number of projects, total funding, and the average funding per project from 2003 to 2019

Figure 2 shows the distribution of funded projects over the years in each of the two program categories, “Education Research” and “Special Education Research,” as well as combined (i.e., “STEM” for projects funded under “Education Research,” “Special STEM” for projects funded under “Special Education Research,” and “Combined” for projects funded under both “Education Research” and “Special Education Research”). As Fig. 2 shows, the number of projects increased each year up to 2007, with STEM education projects started in 2003 under “Education Research” and in 2006 under “Special Education Research.” The number of projects in STEM under “Special Education Research” was generally less than those funded under the program category of “Education Research,” especially before 2011. There are noticeable decreases in combined project counts from 2009 to 2011 and from 2012 to 2014, before the number count increased again in 2015. We did not find a consistent pattern across the years from 2003 to 2019.

The distribution of STEM education projects over the years. (Note: STEM refers to projects funded under “Education Research,” Special STEM refers to projects funded under “Special Education Research,” and “Combined” refers to projects funded under both “Education Research” and “Special Education Research.” The same annotations are used in the rest of the figures.)

A similar trend can be observed in the total funding amount for STEM education research (see Fig. 3 ). The figure shows noticeably big year-to-year swings from 2003 to 2019, with the highest funding amount of more than 33 million USD in 2007 and the lowest amount of 2,698,900 USD in 2013 from these two program categories. Although it is possible that insufficient high-quality grant proposals were available in one particular year to receive funding, the funded amount and the number of projects (Fig. 2 ) provide insights about funding trends over the time period of the review.

Annual funding totals

As there are diverse perspectives and foci about STEM education, we also wondered if STEM education research projects might be funded by IES but in program options other than those designated options of “Science, Technology, Engineering, and Mathematics (STEM) Education.” We found a total of 54 funded projects from 2007 to 2019, using the acronym “STEM” as a search term under the option of “SEARCH FUNDED RESEARCH GRANTS AND CONTRACTS” without any program category restriction. Only 2 (3.7%) out of these 54 projects were in the IES designated program options of STEM education in the category of “Education Research.” Further information about these 54 projects and related discussion can be found as additional notes at the end of this review.

Results from two different approaches to searching for IES-funded projects will likely raise questions about what kinds of projects were funded in the designated program option of “Science, Technology, Engineering, and Mathematics (STEM) Education,” if only two funded projects under this option contained the acronym “STEM” in a project’s title and/or description. We shall provide further information in the following sub-sections, especially when answering question 6 related to projects’ disciplinary focus.

Figure 4 illustrates the trend of average funding amount per project each year in STEM education research from 2003 to 2019. The average funding per project varied considerably in the program category “Special Education Research,” and no STEM projects were funded in 2014 and 2017 in this category. In contrast, average funding per project was generally within the range of 1,132,738 USD in 2019 to 3,475,975 USD in 2014 for the projects in the category of “Education Research” and also for project funding in the combined category.

The trend of average funding amount per project funded each year in STEM education research

Figure 5 shows the number of projects in different funding amount categories (i.e., less than 1 million USD, 1–2 million USD, 2–3 million USD, 3 million USD or more). The majority of the 127 projects obtained funding of 1–2 million USD (77 projects, 60.6%), with 60 out of 98 projects (61.2%) under “Education Research” program and 17 out of 29 projects (58.6%) in the program category “Special Education Research.” The category with second most projects is funding of 3 million USD or more (21 projects, 16.5%), with 15 projects (15.3% of 98 projects) under “Education Research” and 6 projects (20.7% of 29 projects) under “Special Education Research.”

The number of projects in terms of total funding amount categories

Figure 6 shows the average amount of funding per project funded across these different funding amount and program categories. In general, the projects funded under “Education Research” tended to have a higher average amount than those funded under “Special Education Research,” except for those projects in the total funding amount category of “less than 1 million USD.” Considering all 127 funded projects, the average amount of funding was 1,960,826.3 USD per project.

The average amount of funding per project across different total funding amount and program categories

Figure 7 shows that the vast majority of these 127 projects were 3- or 4-year projects. In particular, 59 (46.5%) projects were funded as 4-year projects, with 46 projects (46.9%) under “Education Research” and 13 projects (44.8%) under “Special Education Research.” This category is followed closely by 3-year projects (54 projects, 42.5%), with 41 projects (41.8%) under “Education Research” and 13 projects (44.8%) under “Special Education Research.”

The number of projects in terms of years of project duration. (Note, 2: 2-year projects; 3: 3-year projects; 4: 4-year projects; 5: 5-year projects)

Question 2: trends of single versus multiple principal investigator(s) in STEM education

Figure 8 shows the distribution of projects over the years grouped by a single PI or multiple PIs where the program categories of “Education Research” and “Special Education Research” have been combined. The majority of projects before 2009 had a single PI, and the trend has been to have multiple PIs for STEM education research projects since 2009. The trend illustrates the increased emphases on collaboration in STEM education research, which is consistent with what we learned from a recent study of journal publications in STEM education (Li et al., 2020 ).

The distribution of projects with single versus multiple PIs over the years (combined)

Separating projects by program categories, Fig. 9 shows projects funded in the program category “Education Research.” The trends of single versus multiple PIs in Fig. 9 are similar to the trends shown in Fig. 8 for the combined programs. In addition, almost all projects in STEM education funded under this regular research program had multiple PIs since 2010.

The distribution of projects with single versus multiple PIs over the years (in “Education Research” program)

Figure 10 shows projects funded in the category “Special Education Research.” The pattern in Fig. 10 , where very few projects funded under this category had multiple PIs before 2014, is quite different from the patterns in Figs. 8 and 9 . We did not learn if single PIs were appropriate for the nature of these projects. The trend started to change in 2015 as the number of projects with multiple PIs increased and the number of projects with single PIs declined.

The distribution of projects with single versus multiple PIs over the years (in “Special Education Research” program)

Question 3: types of awardees of these projects

Besides the information about the project’s PI, the nature of the awardees can help illustrate what types of entity or organization were interested in developing and carrying out STEM education research. Figure 11 shows that the university was the main type of awardee before 2012, with 80 (63.0%) projects awarded to universities from 2003 to 2019. At the same time, non-university entities received funding support for 47 (37.0%) projects and they seem to have become even more active and successful in obtaining research funding in STEM education over the past several years. The result suggests that diverse organizations develop and conduct STEM education research, another indicator of the importance of STEM education research.

The distribution of projects funded to university versus non-university awardees over the years

Question 4: participant populations in the projects

Figure 12 indicates that the vast majority of projects were focused on student populations in preschool to grade 12. This is understandable as IES is the research funding arm of ED. Among those projects, middle school students were the participants in the most projects (70 projects), followed by student populations in elementary school (48 projects), and high school (38 projects). The adult population (including post-secondary students and teachers) was the participant group in 36 projects in a combined program count.

The number of projects in STEM education for different groups of participants (Note: Pre-K: preschool-kindergarten; G1–4: grades 1–4; G5–8: grades 5–8; G9–12: grades 9–12; adult: post-secondary students and teachers)

If we separate “Education Research” and “Special Education Research” programs, projects in the category “Special Education Research” focused on student populations in elementary and middle school most frequently, and then adult population. In contrast, projects in the category “Education Research” focused most frequently on middle school student population, followed by student populations in high school and elementary school.

Given the importance of funded research in special education Footnote 5 at IES, we considered projects focused on participants with disabilities. Figure 13 shows there were 28 projects in the category “Special Education Research” for participants with disabilities. There were also three such projects funded in the category “Education Research,” which together accounted for a total of 31 (24.4%) projects. In addition, some projects in the category “Education Research” focused on other participants, including 11 projects focused on ELL students (8.7%) projects and 37 projects focused on low SES students (29.1%).

The number of funded projects in STEM education for three special participant populations (Note: ELL: English language learners, Low SES: low social-economic status)

Figure 14 shows the trend of projects in STEM education for special participant populations. Participant populations with ELL and/or Low SES gained much attention before 2011 among these projects. Participant populations with disabilities received relatively consistent attention in projects on STEM education over the years. Research on STEM education with special participant populations is important and much needed. However, related scholarship is still in an early development stage. Interested readers can find related publications in this journal (e.g., Schreffler et al., 2019 ) and other journals (e.g., Lee, 2014 ).

The distribution of projects in STEM education for special participant populations over the years

Question 5: types of projects in terms of goals for program development and research

Figure 15 shows that “development and innovation” was the most frequently funded type of project (58 projects, 45.7%), followed by “efficacy and replication” (34 projects, 26.8%), and “measurement” (21 projects, 16.5%). The pattern is consistent across “Education Research,” “Special Education Research,” and combined. However, it should be noted that all five projects with the goal of “scale-up evaluation” were in the category “Education Research” Footnote 6 and funding for these projects were large.

The number of projects in terms of the types of goals

Examining the types of projects longitudinally, Fig. 16 shows that while “development and innovation” and “efficacy and replication” types of projects were most frequently funded in the “Education Research” program, the types of projects being funded changed longitudinally. The number of “development and innovation” projects was noticeably fewer over the past several years. In contrast, the number of “measurement” projects and “efficacy and replication” projects became more dominant. The change might reflect a shift in research development and needs.

The distribution of projects in terms of the type of goals over the years (in “Education Research” program)

Figure 17 shows the distribution of project types in the category “Special Education Research.” The pattern is different from the pattern shown in Fig. 16 . The types of “development and innovation” and “efficacy and replication” projects were also the dominant types of projects under “Special Education Research” program category in most of these years from 2007 to 2019. Projects in the type “measurement” were only observed in 2010 when that was the only type of project funded.

The distribution of projects in terms of goals over the years (in “Special Education Research” program)

Question 6: disciplinary foci of projects in developing and conducting STEM education research

Figure 18 shows that the majority of the 127 projects under such specific programs included disciplinary foci on individual STEM disciplines: mathematics in 88 projects, science in 51 projects, technology in 43 projects, and engineering in 2 projects. The tremendous attention to mathematics in these projects is a bit surprising, as mathematics was noted as being out of balance in STEM education (English, 2016 ) and also in STEM education publications (Li, 2018b , 2019 ). As noted above, each project can be classified in multiple disciplinary foci. However, of the 88 projects with a disciplinary focus on mathematics, 54 projects had mathematics as the only disciplinary focus (38 under “Education Research” program and 16 under “Special Education Research” program). We certainly hope that there will be more projects that further scholarship where mathematics is included as part of (integrated) STEM education (see Li & Schoenfeld, 2019 ).

The number of projects in terms of disciplinary focus

There were also projects with specific focus on integrated STEM education (i.e., combining any two or more disciplines of STEM), with a total of 55 (43.3%) projects in a combined program count. The limited number of projects on integrated STEM in the designated STEM funding programs further confirms the common perception that the development of integrated STEM education and research is still in its initial stage (Honey et al., 2014 ; Li, 2018a ).

In examining possible funding trends, Fig. 19 shows that mathematics projects were more frequently funded before 2012. Engineering was a rare disciplinary focus. Integrated STEM was a disciplinary focus from time to time among these projects. No other trends were observed.

The distribution of projects in terms of disciplinary focus over the years

Question 7: research types and methods that projects used

Figure 20 indicates that “interventional” (in 104 projects, 81.9%) and “experimental research” (in 89 projects, 70.1%) were the most frequently funded types of research. The percentages of projects funded under the regular education research program were similar to those funded under “Special Education Research” program, except that projects funded under “Special Education Research” tended to utilize correlational research more often.

The number of projects in terms of the type of research conducted

Research in STEM education uses diverse data collection and analysis methods; therefore, we wanted to study types of methods (Figs. 21 and 22 , respectively). Among the six types of methods used for data collection, Fig. 21 indicates that “standardized tests” and “designed tests” were the most commonly used methods for data collection, followed by “survey,” “observation,” and “interview.” The majority of projects used three quantitative methods (“standardized tests,” “researcher designed tests,” and “survey”). The finding is consistent with the finding from analysis of journal publications in STEM education (Li et al., 2020 ). Data collected through “interview” and “observation” were more likely to be analyzed using qualitative methods as part of a project’s research methodology.

The number of projects categorized by the type of data collection methods

The number of projects categorized by the type of data analysis methods

Figure 22 shows the use of seven (including others) data analysis methods among these projects. The first six methods (i.e., descriptive, ANOVA*, general regression, HLM, IRT, and SEM) as well as some methods in “others” are quantitative data analysis methods. The number of projects that used these quantitative methods is considerably larger than the number of projects that used qualitative methods (i.e., included in “others” category).

Concluding remarks

The systematic analysis of IES-funded research projects in STEM education presented an informative picture about research support for STEM education development in the USA, albeit based on only one public funding agency from 2003 to 2019. Over this 17-year span, IES funded 127 STEM education research projects (an average of over seven projects per year) in two designated STEM program categories. Although we found no discernable longitudinal funding patterns in these two program categories, both the number of funded projects in STEM education and their funding amounts were high. If we included an additional 52 projects with the acronym “STEM” funded by many other programs from 2007 to 2019 (see “ Notes ” section below), the total number of projects in STEM education research would be even higher, and the number of projects with the acronym “STEM” would also be larger. The results suggested the involvement of many researchers with diverse expertise in STEM education research was supported by a broad array of program areas in IES.

Addressing the seven questions showed several findings. Funding support for STEM education research was strong, with an average of about 2 million USD per project for a typical 3–4 year duration. Also, our analysis showed that the number of projects with multiple PIs over the years increased over the study time period, which we speculate was because STEM education research increasingly requires collaboration. STEM education research is still in early development stage, evidenced by the predominance of project goals in either “development and innovation” or “efficacy and replication” categories. We found very few projects (5 out of 127 projects, 4.0%) that were funded for “scale-up evaluation.” Finally, as shown by our analysis of project participants, IES had focused on funding projects for students in grades 1–12. Various quantitative research methods were frequently used by these projects for data collection and analyses.

These results illustrated how well STEM education research was supported through both the designated STEM education and many other programs during the study time period, which helps to explain why researchers in the USA have been so productive in producing and promoting scholarship in STEM education (Li et al., 2019 ; Li et al., 2020 ). We connected several findings from this study to findings from recent reviews of journal publications in STEM education. For example, publications in STEM education appeared in many different journals as many researchers with diverse expertise were supported to study various issues related to STEM education, STEM education publications often have co-authorship, and there is heavy use of quantitative research methods. The link between public funding and significant numbers of publications in STEM education research from US scholars offers a strong argument for the importance of providing strong funding support to research and development in STEM education in the USA and also in many other countries around the world.

The systematic analysis also revealed that STEM education, as used by IES in naming the designated programs, did not convey a clear definition or scope. In fact, we found diverse disciplinary foci in these projects. Integrated STEM was not a main focus of these designated programs in funding STEM education. Instead, many projects in these programs had clear subject content focus in individual disciplines, which is very similar to discipline-based education research (DBER, National Research Council, 2012 ). Interestingly enough, STEM education research had also been supported in many other programs of IES with diverse foci Footnote 7 , such as “Small Business Innovation Research,” “Cognition and Student Learning,” and “Postsecondary and Adult Education.” This funding reality further suggested the broad scope of issues associated with STEM education, as well as the growing need of building STEM education research as a distinct field (Li, 2018a ).

Inspired by our recent review of journal publications as research output in STEM education, this review started with an ambitious goal to study funding support as research input for STEM education. However, we had to limit the scope of the study for feasibility. We limited funding sources to one federal agency in the USA. Therefore, we did not analyze funding support from private funding sources including many private foundations and corporations. Although public funding sources have been one of the most important funding supports available for researchers to develop and expand their research work, the results of this systematic analysis suggest the importance future studies to learn more about research support and input to STEM education from other sources including other major public funding agencies, private foundations, and non-profit professional organizations.

Among these 54 funded projects containing the acronym “STEM” from 2007 to 2019, Table 1 shows that only 2 (3.7%) were in the IES designated program option of STEM education in the category of “Education Research.” Forty-nine projects were in 13 other program options in the category of “Education Research,” with surprisingly large numbers of projects under the “Small Business Innovation Research” option (17, 31.5%) and “Cognition and Student Learning” (11, 20.4%). Three of the 54 funded projects were in the program category of “Special Education Research.” To be specific, two of the three were in the program of “Small Business Innovation Research in Special Education,” and one was in the program of “Special Topic: Career and Technical Education for Students with Disabilities.”

The results suggest that many projects, focusing on various issues and questions directly associated with STEM education, were funded even when researchers applied for funding support in program options not designated as “Science, Technology, Engineering, and Mathematics (STEM) Education.” It implies that issues associated with STEM education had been generally acknowledged as important across many different program areas in education research and special education research. The funding support available in diverse program areas likely allowed numerous scholars with diverse expertise to study many different questions and publish their research in diverse journals, as we noted in the recent review of journal publications in STEM education (Li et al., 2020 ).

A previous study identified and analyzed a total of 46 IES funded projects from 2007 to 2018 (with an average of fewer than 4 projects per year) that contain the acronym “STEM” in a project’s title and/or description (Wang et al., 2019 ). Finding eight newly funded projects in 2019 suggested a growing interest in research on issues directly associated with STEM education in diverse program areas. In fact, five out of these eight newly funded projects specifically included the acronym “STEM” in the project’s title to explicitly indicate the project’s association with STEM education.

Availability of data and materials

The data and materials used and analyzed for the review are publicly available at the IES website, White House website, and other government agency websites.

In a previous study (Wang, Li, & Xiao, 2019), we used the acronym “STEM” as a search term under the option of “SEARCH FUNDED RESEARCH GRANTS AND CONTRACTS” without any program category restriction, and identified and analyzed 46 funded projects from 2007 to 2018 that contain “STEM” in a project’s title and/or description after screening out unrelated key words containing “stem” such as “system”. To make comparisons when needed, we did the same search using the acronym “STEM” and found 8 more funded projects in 2019 for a total of 54 funded projects across many different program categories from 2007 to 2019.

The project of “A Randomized Controlled Study of the Effects of Intelligent Online Chemistry Tutors in Urban California School Districts” (2008). In the project description, its subtitle shows intervention information. We coded this project as “interventional.” Then, the project also included the treatment group and the control group. We coded this project as “experimental.” Finally, this project was to test the efficacy of computer-based cognitive tutors. This was a correlational study. We thus coded it as “correlational.”

Computer data means that the project description indicated this kind of information, such as log data on students.

Descriptive means “descriptive statistics.” General regression means multiple regression, linear regression, logistical regression, except hierarchical linear regression model. ANOVA* is used here as a broad term to include analysis of variance, analysis of covariance, multivariate analysis of variance, and/or multivariate analysis of variance. Others include factor analysis, t tests, Mann-Whitney tests, and binomial tests, log data analysis, meta-analysis, constant comparative data analysis, and qualitative analysis.

Special education originally was about students with disabilities. It has broadened in scope over the years.

The number of students under Special Education was 14% of students in public schools in the USA in 2017–2018. https://nces.ed.gov/programs/coe/indicator_cgg.asp

For example, “Design Environment for Educator-Student Collaboration Allowing Real-Time Engineering-centric, STEM (DESCARTES) Exploration in Middle Grades” (2017) was funded as a 2-year project to Parametric Studios, Inc. (awardee) under the program option of “Small Business Innovation Research” (here is the link: https://ies.ed.gov/funding/grantsearch/details.asp?ID=1922 ). “Exploring the Spatial Alignment Hypothesis in STEM Learning Environments” (2017) was funded as a 4-year project to WestEd (awardee) under the program option of “Cognition and Student Learning” (link: https://ies.ed.gov/funding/grantsearch/details.asp?ID=2059 ). “Enhancing Undergraduate STEM Education by Integrating Mobile Learning Technologies with Natural Language Processing” (2018) was funded as a 4-year project to Purdue University (awardee) under the program option of “Postsecondary and Adult Education” (link: https://ies.ed.gov/funding/grantsearch/details.asp?ID=2130 ).

Abbreviations

Analysis of variance

Discipline-based education research

Department of Education

Hierarchical linear modeling

Institute of Education Sciences

Item response theory

National Science Foundation

Pre-school–grade 12

Requests-for-proposal

Structural equation modeling

Science, technology, engineering, and mathematics

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Li, Y., Wang, K., Xiao, Y. et al. Research and trends in STEM education: a systematic analysis of publicly funded projects. IJ STEM Ed 7 , 17 (2020). https://doi.org/10.1186/s40594-020-00213-8

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Thriving or Simply Surviving? A Qualitative Exploration of STEM Community College Students’ Transition to a Four-Year University

Mackenzie j. gray.

† Biology Department, Portland State University, Portland, OR 97201

Sandhya A. Gunarathne

Nikki n. nguyen, erin e. shortlidge, associated data.

Community colleges expand access to higher education and play a key role in efforts to increase and diversify the future science, technology, engineering, and mathematics (STEM) workforce. While community colleges increase access to higher education and millions of students attend them for some portion of their education, the experiences of transfer students remain relatively understudied. Transferring during an academic journey can compound the barriers that students already face when pursuing a STEM degree. This study uses Schlossberg’s model for analyzing human adaptation to transition to understand how STEM community college transfer students navigate and adapt to the 4-year university. Five semistructured focus groups were conducted with STEM community college transfer students attending an urban university. Analysis of the focus groups resulted in a new model: the amended model of adaptation to transfer transition, or AMATT, which illustrates various factors that played a role in STEM community college transfer students’ adaptation a university. Analyses illumined two broad pathways that students tend to diverge into during their transitions—thriving or simply surviving. This work provides a framework for understanding factors influencing the transfer process and ideally will inform institutions and students as they consider maximal transfer student success.

INTRODUCTION

Estimates state that the United States will need an additional one million science, technology, engineering, and mathematics (STEM) professionals over the next decade to maintain relevance in these fields ( President’s Council of Advisors on Science and Technology [PCAST], 2012 ). An annual increase in the number of students who graduate with a STEM degree will be required to meet such demands. Of all students who enter a STEM degree program, less than 40% finish their degrees ( PCAST, 2012 ); therefore, reducing attrition rates and retaining more students in STEM will be essential for reaching the projected number of STEM professionals needed.

Although often overlooked, community colleges are a critical component of undergraduate STEM education in the United States, and thus are key in mitigating the predicted shortage of STEM workers. Community colleges train a large portion of the current STEM workforce, as 44% of those who earn a STEM degree report attending a community college at some point ( Hagedorn and Purnamasari, 2012 ). Community colleges have been recognized for their role in advancing students toward degree completion ( Cohen and Brawer, 1989 ; Smith and Vellani, 1999 ; Hagedorn and Purnamasari, 2012 ; Ma and Baum, 2016 ), and as recently as the Fall of 2019, 34% of all undergraduate students in the United States were enrolled in community colleges ( National Center for Education Statistics, 2019 ).

Community colleges increase access to education by offering convenient and cost-effective options for students, open admission, and many courses ( Kasper 2003 ; Boggs, 2011 ). They enroll the most diverse student body in higher education in terms of demographic dimensions ( Boggs, 2011 ), and they enroll a large proportion of minority, first-generation, low-income, and non-traditional age (23+ years) students ( Ma and Baum, 2016 ). According to the American Association of Community Colleges, 28% of community college students are Hispanic, 13% are Black, 6% are Asian ( AACC, 2021 ), 60% are women, 29% are first-generation college students, 56% receive financial aid, and the average student age is 27, ( AACC, n.d. ). Thus, community colleges will play a key role in the push to not only increase but also diversify the future STEM workforce ( Briggs, 2017 ; Benish, 2018 ).

Community colleges increase access to higher education, with millions of students attending them for at least some portion of their higher education ( Boggs, 2011 ). There are well-intended national calls to make the STEM transfer pathway more robust ( National Research Council, 2012 ), yet the experiences of community college students remain surprisingly understudied ( Schinske et al. , 2017 )—particularly lacking is investigation into the transfer process itself. Some researchers state that students can face what is known as “transfer shock” as they transfer from 2- to 4-year universities ( Cejda, 1997 ). Transfer shock refers to declines in academic success, such as a drop in grade point average upon transfer ( Rhine et al. , 2000 ), and/or social factors, such as lacking a sense of belonging at the university ( Strayhorn, 2018 ). These experiences can lead to a misalignment between student intentions and outcomes and present barriers to persistence. While 80% of students attending a community college intend to earn a bachelor’s degree, only 14% of students who start at a community college and transfer to a 4-year university earn a bachelor’s degree within 6 years ( Jenkins and Fink, 2016 ). Thus, we need to focus on understanding factors that both inhibit and promote transfer student completion of a bachelor’s degree.

Transferring midway through an academic journey can compound the many barriers that students already face when pursing a degree in STEM ( Packard et al. , 2012 ), such as departmental and classroom culture, time to degree, and cost ( National Academies of Sciences, Engineering, and Medicine, 2016 ). Barriers that impact community college transfer students during their transition can include a lack of information, poor advising, and varying degrees of preparedness ( Hagedorn et al. , 2008 ). The community college environment can differ dramatically from a 4-year college environment when students transfer to more selective and/or large universities with bigger class sizes ( Rhine et al. , 2000 ; Umbach et al. , 2019 ). Researchers looking at community college transfer students’ academic adjustment found that students who reported positive course learning experiences at the university are more likely to adjust, whereas those with a perceived negative stigma around being a transfer student are less likely to adjust ( Laanan et al. , 2010 ). A study examining STEM transfer students found that social factors such as gender and student connections with faculty play an important role in the academic adjustment of transfer students, as do academic factors such as having a large number of transfer credit hours ( Jackson and Laanan, 2015 ). Another study examining STEM transfer student experiences found that parent’s education level, interactions with faculty, and perception of the university influenced students’ academic adjustment ( Lopez and Jones, 2017 ). There are clearly many factors that will impact how a transfer student adapts to the university posttransfer. Given that STEM fields are historically exclusionary, it is critical to understand key supports for STEM transfer students, particularly those who come from marginalized, low socioeconomic, and/or groups otherwise underrepresented in science ( Carter et al. , 2019 ; Berhe et al. , 2022 ).

Our work here centers on qualitatively understanding the various ways in which STEM transfer students navigated their transition to one 4-year, public research institution. Through focus groups, STEM students shared their experiences transferring to our university, allowing us to identify the academic and social factors that tended to positively and negatively impact their adaptations to the transition. The purpose of this work is to summarize the various obstacles and supports that STEM transfer students report grappling with in their transition from community college to a 4-year institution and ultimately encourage institutions to apply lessons learned to their transfer support structures and programs.

THEORETICAL FRAMEWORK

A model for analyzing human adaptation to transition.

To understand student adaptation to transfer, we used a model designed to understand how humans adapt to transitions ( Schlossberg, 1981 ). The model—a model for analyzing human adaptation to transition, which we will refer to as “MAAT” ( Figure 1 )—aims to provide a tool for understanding differences in experiences among individuals going through a particular transition and has been used to examine various life transitions, such as career transitions for nurses ( Wall et al. , 2018 ) and the transitions faced by athletes after concluding their athletic careers ( Wylleman et al. , 2004 ). The MAAT proposes that the perception of the transition, characteristics of the pretransition and posttransition environment, and characteristics of the individual will influence if and how one moves from transition to adaptation.

Redrawn from “A Model for Analyzing Human Adaptation to Transition” ( Schlossberg, 1981 ).

The MAAT defines “transition” as “an event or non-event resulting in a change in assumptions about oneself and the world, thus requiring a corresponding change in one’s behavior and relationships” ( Schlossberg, 1981 , p. 5). A non-event is described as the loss of an event that was expected to occur. Within this model, three major factors influence the individual’s adaptation to a transition: the perception of the transition, the characteristics of the pre- and posttransition environments, and the characteristics of the individual experiencing the transition ( Schlossberg, 1981 ). The transition that we examined is the transition from a community college to a 4-year university.

Perception of the Transition

According to the MAAT, most transitions can be understood through a common set of variables: affect, timing, and degree of stress ( Schlossberg, 1981 ). Any change or transition, regardless of characteristics, involves some degree of stress, even if primarily positive or negative in affect. One might consider oneself “on-timing” or “off-timing” for the transition based on what is perceived to be the correct timing within a society for a major life event ( Neugarten, 1976 ).

Characteristics of the Pretransition and Posttransition Environments

Environment within the MAAT is described broadly and includes interpersonal support systems, institutional supports, and physical settings ( Schlossberg, 1981 ). Interpersonal support systems are thought to be important for successful adaptation. Institutional supports describe any place that an individual can turn to for help throughout the transition. The factors of the physical setting involved in the transition can contribute to the stress or general well-being experienced by the individual, which may play a role in the individual’s ability to adapt to the particular transition.

Characteristics of the Individual

The characteristics of the individual going through the transition will impact the individual’s ability to adapt to that particular transition ( Schlossberg, 1981 ). Some important characteristics to consider include the life stage of the individual, social identities, being a member of an underrepresented group, and previous experiences with similar transitions. For undergraduate STEM students, additional characteristics may be important to consider, such as their self-efficacy, sense of belonging, and science identity ( Estrada et al. , 2011 ; Strayhorn, 2018 ).

The MAAT describes “adaptation” as “a process during which an individual moves from being totally preoccupied with the transition to integrating the transition into his or her life” ( Schlossberg, 1981 , p. 7). Understanding the experiences of community college transfer students during their transition and what impacts their ability to adapt may lead to new ways to support and retain these students.

Recruitment

This study was conducted at a large public northwestern urban commuter university. Our university is classified by the Carnegie Classification of Institutions of Higher Education as high research activity with a 4-year, medium full-time, selective, high transfer-in undergraduate profile ( Carnegie Classification of Institutions of Higher Education, n.d. ). In the Spring of 2019, a survey was sent to all declared STEM majors as part of a larger research study. The survey collected demographic data and was designed to measure student integration into science, STEM involvement, and sense of belonging (Shortlidge, E. E., Goodwin, E. C., Gray, M. J., & Estes, S. R., unpublished data). At the end of the survey, participants were asked various demographic questions and whether they would be interested in participating in a focus group to share more about their experiences as STEM students. Survey participants who indicated that they were willing to be contacted were emailed by a researcher to confirm interest and availability. We wanted to learn about the transfer student experience, so students were selected to participate in focus groups from the pool of volunteers based on their community college transfer status. This work is part of a larger, mixed-methods study on factors that support student belonging and retention in STEM, and students were also selected to participate based on whether or not they were a member of a STEM intervention program (SIP) on our campus. SIPs have been created nationwide to increase access to STEM fields and to ultimately improve student retention to graduation ( Rincon and George-Jackson, 2016 ). SIPs often recruit and support students who are historically marginalized by STEM fields ( Fagen and Labov, 2007 ), and approximately 10% of our university’s STEM students are involved with SIPs. This study was approved by the Portland State University Institutional Review Board (no. 174450).

Focus Groups

We conducted five semistructured focus groups with STEM transfer students at the end of the Spring 2019 quarter. We used a semistructured focus group format, following a predetermined list of questions but allowing for a natural flow of conversation and follow-up questions as appropriate ( Clifford et al. , 2016 ). Each focus group had one primary facilitator and a secondary facilitator. The primary facilitator was the same for each focus group.

We separated transfer student focus groups by SIP status. We did this for two reasons: 1) we were concerned that students who were not part of SIPs would not be comfortable discussing their experiences if they felt that the other students had disproportionately increased opportunities ( Onwuegbuzie et al. , 2009 ); and 2) focus groups were conducted as part of a larger, mixed-methods study on STEM student retention and the role of SIPs. The intention of the present work is to better understand the holistic experience of STEM transfer students at our university. We felt that a collective research setting would present a unique perspective, differently nuanced than that of individual interviews, as focus groups allow participants to produce a collective discussion and understanding of a shared problem or experience ( Wilkinson, 1998 ).

We (E.E.S., M.J.G.) iteratively developed the focus group questions in part to better understand the constructs intended to be measured by the survey instrument (e.g. science identity and sense of belonging; Shortlidge, E. E., Goodwin, E. C., Gray, M. J., & Estes, S. R., unpublished data), as well as to generally understand the students’ transitions to our university (for a full list of questions, see Supplemental Material, Appendix 1). Each focus group lasted 1 hour, was held on campus, followed the predetermined script, took place within the same 2-week time period at the end of the academic year, and was audio- and video-recorded. Focus group participants were compensated with a $25 gift card.

Participants

A total of 33 community college transfer students participated in the five focus groups (ranging from two to 10 per group). Table 1 illustrates descriptive demographics of the focus group participants. We would like to point out a few things regarding our focus group sample that could limit the transferability of the data. Students at our university who identify as BIPoC students (Black, Indigenous and people of color) make up approximately 40% of the overall population. BIPoC students were thus overrepresented (53%) in the focus groups that contained students who were part of SIPs compared with the university as a whole. On the other hand, BIPoC students were vastly underrepresented in our other, non-SIP focus groups. Many SIPs specifically recruit minoritized students to apply, or in the case of the National Science Foundation (NSF)-funded Louis Stokes Alliance of Minority Participation program, are designed specifically to support students minoritized in STEM. We recognize this discrepancy as a limitation of the generalizability of our results. Otherwise, the demographics of our sample do not vary significantly from our STEM population, except they are all transfer students—and transfer students comprise approximately 60% of our overall STEM population. It is also important to note that, while the demographics of our sample mostly align with our university’s population, the average age of our students is older than that of many other universities (our mean student age is 26 years). This likely impacts the perceptions and experiences discussed by our participants; however, the age mean is in alignment with the broader transfer student population ( AACC, n.d. ). We did not disaggregate or analyze our results by demographic factors, as these were focus groups and not all students had a chance to, nor were they expected to, equally respond to each prompt as they would in an interview; therefore, such disaggregation would not appropriately represent the data.

Demographics of study participants (self-identified by participants)

Qualitative Data Analysis

Each focus group was transcribed verbatim (Rev.com, San Francisco) and de-identified. Researchers (M.J.G., S.A.G., N.N.N., E.E.S.) read through a subset of the transcripts to identify overarching themes. The researchers also had access to the secondary facilitator’s (M.J.G.) focus group notes. Three researchers (M.J.G., S.A.G., N.N.N.) then iteratively developed a codebook using multiple methods. We used inductive content analysis to derive themes and codes from the focus group participant responses that arose organically and were not necessarily anticipated ( Patton, 1990 ; Saldana, 2015 ). We also used deductive content analysis to identify existing ideas within the data that related to integration into science, sense of belonging, and human adaptation to transition ( Patton, 1990 ; Saldana, 2015 ). The codebook was iteratively developed by the research team (see Supplemental Material, Appendix 2). We used the final codebook to code two of the five transcripts to full consensus. One researcher (M.J.G.) then coded the remaining three focus group transcripts and conferred with the other researchers regarding any questions or instances where the appropriate code to apply was not entirely clear. As a research group, we then aligned the codes developed in our iterative analysis with the factors of the original transition model (MAAT; Figure 1 ). Our qualitative analysis revealed that we were well positioned to use our student data to expand the original model, as we could fully represent our students’ experiences and tailor the model to the STEM transfer student experience. This expansion resulted in what we call the amended model of adaptation to transfer transition (AMATT; Figure 2 ).

Amended model of adaptation to transfer transition, or AMATT. Black lines represent relationships between characteristics, blue boxes represent elements of thrive adaptation, yellow boxes represent elements of survive adaptation, and black boxes represent dynamic elements (elements that can contribute to either surviving or thriving, given the context).

For this study, we conducted focus groups in an effort to broadly understand the transfer experiences of STEM students at our university. Focus groups produce group-level data in addition to individual-level data ( Hydén and Bülow, 2003 ) and have been recognized as a method whereby participants can produce a collective understanding of a phenomenon ( Wilkinson, 1998 ). Due to the nature of focus groups, not every student answered every focus group question, nor was this expected ( Parker and Tritter, 2006 ). We are currently conducting individual interviews with transfer students, and the interview questions have been acutely informed by the focus group results reported here. Forthcoming reports of those interviews will add to the literature base by contributing individual, nuanced transfer stories.

We did not set out to gather levels of agreement with specific components of the AMATT, nor to specifically identify individual-level experiences, thus we do not quantify each category of response. Instead, we holistically analyzed the data, taking the individual and collective experiences into account so we could map student experiences by these factors. These data are meant to put forth an overview of the sorts of experiences that may occur during the transfer experience from a community college to a university.

Our analysis expands upon Schlossberg’s model to understand human adaptation to transition by keeping the existing elements within the model that were discussed by participants and adding emergent themes from our analysis, resulting in the AMATT ( Figure 2 ). Community college transfer students participating in the study discussed many factors that impacted their adaptation to the transition to university. These factors can be described within the following categories: perception of the transition, environmental characteristics, and individual characteristics. In addition to these categories, participants also described what we deemed as being two divergent paths of adaptation: surviving and thriving. Our model also demonstrates which characteristics appeared to contribute to a “survive” adaptation and which characteristics appeared to contribute to a “thrive” adaptation and the potential relationships between characteristics ( Figure 2 ). We describe each characteristic presented in the model and how it may have related to thriving or surviving. Typically, the most positive responses were contributors to students thriving in their transition, whereas commonplace or negative experiences contributed to surviving.

Perception of Transition

According to Schlossberg’s model of human adaptation to transition, most transitions can be represented by a common set of variables that describe the perception of the transition ( Schlossberg, 1981 ). The most common variables discussed by the focus group participants included timing, degree of stress, and affect ( Figure 2 ).

One might consider oneself “on-timing” or “off-timing” for major life events based on what is perceived to be the “correct” timing within a society ( Neugarten, 1976 ). This can be true for college students, who may have an internal perception of when is the correct time to start and finish their degrees and to be in college. Timing was discussed among focus group participants.

Few participants discussed feeling on-time within their degree program. One participant expressed excitement about the transition from the community college to the university, as it allowed the student to be in alignment with peers, while few others expressed that their age did not impact their perception of their experiences, suggesting that they did not feel off-time for their transition to the university ( Table 2 ).

Perceptions of the transition (illustrated by example quotes) were a major component of the AMATT

Off-Timing.

Participants discussed feeling off-time across focus groups. Participants discussed how being a non–traditional age student impacted them emotionally, while others discussed how this impacted their educational experience ( Table 2 ).

It is pertinent to note here that our university’s average student age (undergraduate and graduate) is typically reported to be 26 or 27 years old. Although perhaps unique across some institutions of higher education, this non–traditional student age is a prominent student group that we have a limited understanding of ( Spitzer, 2000 ). The perception of timing held by these participants may have been impacted by the average age of students at our university.

Degree of Stress.

Any transition, regardless of other characteristics, causes stress ( George, 1993 ; Miller, 2016 ; Schlossberg, 1981 ). The level of stress caused by a transition impacts adaptation to that transition. Participants expressed experiencing what we categorized as being “low” degrees of stress or “high” degrees of stress throughout their transitions from community college to a 4-year university ( Table 2 ). Each group discussed experiencing a high degree of stress more often than they discussed experiencing a low degree of stress.

Some transitions can generate positive feelings, while others generate negative feelings, but most transitions are likely to have both positive and negative affect ( Schlossberg, 1981 ). Among the focus group participants, we found discussion of positive, neutral, and negative perceptions of the transition from a community college to a 4-year university, with negative perceptions of the transition itself being the most discussed by the participants ( Table 2 ).

Environmental Characteristics

In Schlossberg’s model of human adaptation to transition, environment is described broadly ( Schlossberg, 1981 ). The original model describes three aspects of the environment: institutional supports, interpersonal support systems, and the physical setting. In addition to these aspects, as depicted in the AMATT ( Figure 2 ), our participants discussed the pretransition environment, posttransition environment, and a lack of quality supports within their environments.

Institutional Supports.

Institutional support describes any formal or informal agency that an individual can turn to for help ( Schlossberg, 1981 ). Institutional support has been recognized for the role that it plays in increasing undergraduate student persistence ( Thomas, 2014 ; Toven-Lindsey et al. , 2015 ). Our participants discussed receiving academic support, professional support, and financial support ( Table 3 ). The participants often described receiving academic support in the form of working with peers, while others reported positive or negative experiences with academic advising, particularly as it relates to transfer credits to degree. Professional support was often described in the form of help with research or internship placements, and some participants discussed receiving support with finding a job or getting career advice from a mentor. Financial support was discussed by participants as receiving scholarships or having the funds needed to purchase class materials; for other students, finances were the reason that they attended our relatively “low-cost” university.

Environmental characteristics (illustrated by example quotes) were a major component of the AMATT

Interpersonal Support Systems.

Interpersonal support is thought to be essential to successful adaptation to transition ( Schlossberg, 1981 ). The focus group participants discussed receiving interpersonal support in the forms of social and emotional support ( Table 3 ). A study examining undergraduate Latinx students found that social support was positively associated with adjustment to college ( Alvan et al. , 1996 ). Emotional support has also been found to be important for undergraduate students’ adjustment to college ( Azmitia et al. , 2013 ). Participants discussed receiving social support from peers, faculty, and family. Participants discussed experiencing emotional support through receiving reassurance and encouragement, feeling comfortable in their environment, and being able to share honest experiences among peers.

Physical Setting.

Physical setting encompasses factors such as weather and location that may contribute to stress, well-being, and general outlook, therefore playing a role in adaptation to the transition ( Schlossberg, 1981 ). Participants considered the location of the university as well as physical aspects of the campus, such as the size or layout of the campus ( Table 3 ).

Pre- and Posttransition Environment.

Participants mentioned aspects of their community colleges (pretransition environment), including the size of the community college and their instructors ( Table 3 ). Participants also discussed aspects of the 4-year university (posttransition environment; Table 3 ). Two main themes arose within the discussion of the posttransition environment: default university and feelings of morale. Many participants discussed feeling as if the university that they transferred to was their only option due to factors related to location or finances (default university). Feelings of morale describes the positive emotional response that comes with belonging to a group ( Bollen and Hoyle, 1990 ). Some participants expressed positive feelings of morale toward the 4-year university.

Lack of Quality Supports.

While some participants felt they received adequate support, others felt there was an overall lack of quality support in their transition. The lack of quality support category was broad and included social, emotional, academic, professional, and financial support ( Table 3 ).

Individual Characteristics

According to Schlossberg’s model of human adaptation to transition, the third major determinant of adaptation to the transition is the individual experiencing the transition ( Schlossberg, 1981 ). As depicted in the AMATT ( Figure 2 ), a number of individual-level characteristics or attributes seemed to influence transfer student adaptation to being a STEM student at a 4-year university. The most salient characteristics among our participants included: life stage, being a member of an underrepresented group in STEM fields, previous experience with a similar transition, and being a member of a SIP ( Table 4 ). The participants also explored their perceptions of what it means to be a scientist, have a science identity, their self-efficacy, and sense of belonging to their fields and/or the university ( Table 4 ). There is evidence in the literature that these constructs are important characteristics for STEM students’ persistence ( Estrada et al. , 2011 , 2018 ; Simon et al. , 2015 ; Rainey et al. , 2018 ; Strayhorn, 2018 ), and we wanted to explore what they mean to students in this study; the focus group questions were therefore designed in part to probe these topics.

Individual characteristics (illustrated by example quotes) were a major component of the AMATT

Both the life stages of the participants and having identities that are considered underrepresented in STEM fields, such as being a first-generation college student ( Engle and Tinto, 2008 ), influenced the perceptions held by the participants and impacted the experiences they had throughout their transitions ( Table 4 ). Schlossberg’s model suggests that those who have successfully adapted to a transition in the past will likely be able to adapt to another transition of a similar nature ( Schlossberg, 1981 ). We found evidence of such adaptation among our participants, with some reminiscing on how the transition to the community college was more difficult than the transition to the university. The participants supported by a SIP often emphasized the impact that this organized support had on their experiences. Example quotes from students with each of these characteristics can be found in Table 4 .

Science Identity, Self-Efficacy, and Belonging.

The participants also discussed their perception of what it means to be a scientist, their science identity, self-efficacy, and sense of belonging ( Table 4 ). Within the participants’ perceptions of what makes someone “a scientist,” two major themes arose—they tended to perceive scientists as having either intrinsic or extrinsic traits. Some participants viewed scientists as having intrinsic traits, such as curiosity and a drive to persist within research. Students also believed that scientists held extrinsic traits, such as having a specific appearance or being involved in the scientific process. The participants’ perceptions of a scientist seemed to be related to and influenced by other individual characteristics, such as their own personal science identities or having a research experience ( Figure 2 ). Students developing a science identity can be critical to persisting in STEM ( Chemers et al. , 2011 ; Estrada et al. , 2011 , 2018 ), and those who identify with a role are more likely to follow the norms associated with that role and then pursue a career within that role ( Estrada et al. , 2011 ). The student participants could be roughly categorized into having a strong science identity, an emerging science identity, or lacking a science identity ( Table 4 ).

The participants displayed varying levels of self-efficacy, or their belief in their personal ability to achieve their goals ( Bandura, 1977 ), and what contributed to or hindered their self-efficacy. They talked of elements of having high self-efficacy, such as being very sure of their goals and how their abilities were reinforced through past successes. The participants also disclosed barriers to self-efficacy. This included being impacted by a lack of motivation, being unsure of their goals, having a lack of time due to their involvement in many things, and having a lack of community. Some participants displayed a high level of self-efficacy, while few participants displayed low levels of self-efficacy ( Table 4 ).

Having a sense of belonging is also deemed as crucial for persistence in college ( O’Keeffe, 2013 ; Strayhorn, 2018 ), in particular for STEM majors and specifically for students of marginalized groups ( Rainey et al. , 2018 ). Participants’ emotions ranged across the board on how they expressed having or not having a sense of belonging, and there were various factors that supported or hindered the feeling of belonging. They talked about belonging as it relates to both the university as a whole or to a group at the university. Examples of groups at the university include academic clubs, professional clubs, departments, multicultural centers, SIPs, or sports teams. Those with a strong sense of belonging attributed it to many factors, including having a physical space to go to with affinity groups, being highly involved within the campus, having a diverse community, and feeling comfortable in their environment. Other participants had a weak or completely lacking sense of belonging. The barriers to belonging included having to commute to the university, having little time for getting involved, and feeling a lack of connection to their peers ( Table 4 ).

Schlossberg’s model defines adaptation as the process during which “an individual moves from being totally preoccupied with the transition to integrating the transition into their life” ( Schlossberg, 1981 , p. 7). Qualitatively, it became clear that although most students were adapting to the university, there were significant differences in how they were adapting. Participants presented evidence of adapting to the university after their transition from the community college in various ways. Some were absolute (thriving), others less so (surviving; Table 5 ).

The distinction between surviving and thriving (each type of adaptation illustrated by example quotes) was a major component of the AMATT

In this study, we aimed to holistically understand STEM community college students’ transitions and adaptations to a 4-year university. Expanding upon Schlossberg’s model for analyzing human adaptation to transition (MAAT) and listening to the perspectives of our STEM transfer students, we created the AMATT to illustrate how many different factors play a role in a STEM community college transfer students’ adaptation to the transition. The AMATT includes characteristics that others have proposed as being important for STEM students’ persistence to graduation, such as science identity, self-efficacy, and sense of belonging ( Estrada et al. , 2011 , 2018 ; Simon et al. , 2015 ; Rainey et al. , 2018 ; Strayhorn, 2018 ). Our model also indicates that there are two types of adaptation: surviving and thriving. We adapted Schlossberg’s model to include these different levels of adaptation, categorized the characteristics of the transition experience as elements that contribute to a survive adaptation or a thrive adaptation, and outlined potential relationships among the characteristics in the AMATT ( Figure 2 ).

Transitioning to a Four-Year University Is Complex

While community colleges increase access to education and many students attend community college for at least some portion of their higher education experiences ( Boggs, 2011 ), transitioning from a community college to a 4-year university can bring forth barriers to persistence ( Hagedorn et al. , 2008 ). These barriers can lead to misalignment between students’ intentions and outcomes. Our derived model demonstrates just how complex the transition experience can be, emphasizing the need to support such students throughout this journey. While our model is not representative of every characteristic that could impact adaptation to the transition, it demonstrates many characteristics that impacted our students’ transfer experiences, including their perceptions of the transition, environmental characteristics, and individual characteristics.

The perception of the transition describes the student’s attitudes toward the transition from a community college to a 4-year university. Very little work has been done on how community college students feel about having to transfer to a 4-year university or how these perceptions influence the transition experience, but our model suggests that the perceptions of timing, degree of stress, and affect associated with the transition impact if and how a student adapts to the transition.

Environmental characteristics, such as institutional supports or physical settings involved in the transition process, were found to impact how a student adapted to the 4-year university. Prior research on community college students’ transitions to a 4-year university found that the quality of academic advisement, access to financial aid, and social and cultural issues can impede a successful transition ( Gard et al. , 2012 ). Our work complements those findings, in that having easy access to quality academic, financial, social, and emotional support seemed to buttress a thrive adaptation. Our model also demonstrates that the characteristics of the pretransition and posttransition environment influence adaptation. This is in alignment with prior research on community college transfer students, with one study finding that attending a large community college was positively associated with student success, but that a large university size was negatively related to transfer student persistence ( Umbach et al. , 2019 ). Characteristics of the physical setting impacted adaptation, for example, one student discussed how a large classroom influenced the transition experience:

“Being at [the university], this is the first time I had actually been in a lecture hall, or just been in a class of over 50 people. And I remember my first class was organic chemistry, and that was down in one of the big lecture halls that seat like 500 people. And I just remember pretty much getting trampled on the way in, like I walked into the classroom and there was a flood of people coming after me. Every single class I had to fight for a seat in the front, just so I could see things. And that was just a culture shock. It was terrifying, knowing there are like 400 other people behind me, that could potentially squish me if they wanted to.”

Individual characteristics impact adaptation to the transition. Others have shown that a transfer student’s individual characteristics such as parent educational level ( Lopez and Jones, 2017 ) and gender ( Jackson and Laanan, 2015 ) can impact academic adjustment, with first-generation students and women students being less likely to adjust academically at the 4-year university. Our model reinforces this, demonstrating that many different individual characteristics such as life stage, being underrepresented or minoritized in STEM, having experience with a previous transition of a similar nature, and being a SIP participant can be impactful to adaptation ( Table 4 ). Additional STEM-specific individual characteristics are discussed later. Further research is needed to understand how hidden identities or undiscussed social factors may impact STEM students’ adaptation to the transition ( Henning et al. , 2019 ; Cooper et al. , 2020 ). It is possible that certain factors did not come up in discussion due to the focus group setting and that tailored individual interviews and surveys could further unpack the salient individual factors.

This model could be used in future research to evaluate which characteristics are most impactful on the transition experience. It could also be expanded upon or adapted to reflect the experiences of students at other types of universities. Transferring from a community college should not hinder one’s ability to persist to graduation, and developing a deeper understanding of which characteristics contribute to a transition experience that supports a thrive adaptation will allow us to help students through that transition in meaningful ways.

Adaptation: Thriving vs. Surviving

The AMATT highlights the many varied inputs involved in a community college students’ adaptation to the transition. We saw a clear qualitative difference among our participants: some were thriving, while others were simply surviving. Students who had more alignment with the thrive adaptation seemed to have more supports in place, both academically and socially. Having more supports may provide a critical buffer, giving students something to lean on or someone to turn to when they face barriers to persistence. One student discussed how having communities within the university helped in getting through a particularly difficult course, while others discussed receiving academic support from faculty and their peers:

“I don’t think I would have been able to survive my first year of organic chemistry had it not been for my [research group] or even the [SIP] alone, having a place where I can just let go and be myself and not be scared.”

“I would always hear my math teacher say, ‘If this office hour doesn’t work for you, email me and I’ll find another one that works for you.” Also, my classmates, I would form friendships with my classmates, too. We’d email and text about, ‘Did you get this as the answer?’ ‘No, I didn’t.’ ‘Well, then let’s troubleshoot why we’re getting two answers.’”

The students who were more aligned with characteristics of surviving expressed a lack of quality supports to lean upon. For example, one student explains a lack of social support, and another describes a lack of quality academic support:

“I’m 27, so much older than most people in my classes. I’m paired up with these students who are 18 and 19. My life experiences are just so different from theirs and I just don’t feel like we have very much in common. And my first semester that was just very daunting.”

“I just found out two days ago that I needed a prerequisite course that I could’ve taken this term if I was given the right information. And instead, I am passing up a job that pays very well for the summer so I can take one prerequisite course so that I don’t get my graduation date delayed by a year.”

Students who are simply surviving the adaptation to the university may be more vulnerable to barriers to persistence. They may also not be able to take advantage of opportunities that contribute to a thrive adaptation or that will help them succeed beyond college. One student discussed financial barriers to participation:

“I mean I’d love to be more involved and do more campus stuff but realistically that’s not doable for my financial situation.”

Further research is needed to better interrogate and understand the paths leading to survive and thrive adaptations and how these different ways of adapting impact students in the long run, to graduation and beyond.

Adapting in STEM

While Schlossberg’s model is useful in describing the general experience of adapting to a life transition, having a model for STEM community college transfer students’ adaptation to the 4-year university allows for a deeper understanding of the characteristics impacting these students. Students pursing a STEM degree already face many barriers, and transferring midway through this journey can compound these barriers ( Packard et al. , 2012 ). Individual characteristics in our model that are fundamental to the STEM student experience—including their perceptions of scientists and their individual science identity, self-efficacy, and sense of belonging—have proven to be key elements to persistence in STEM fields ( Estrada et al. , 2011 ; Estrada et al. , 2018 ; Rainey et al. , 2018 ; Simon et al. , 2015 ; Strayhorn, 2018 ). The students who expressed these factors more readily also appeared to be more closely aligned with a thrive adaptation. We believe that, if universities and community colleges alike can intentionally focus on bolstering the factors in the AMATT ( Figure 2 ) that tend to lead to a thriving adaptation, more students may have the chance to persist to graduation posttransition.

Leveraging Structured STEM Support Programs

Because we conducted and analyzed focus groups with community college transfer students both supported by SIPs and not supported by SIPs, we were able to clearly detect and begin to understand differences in their experiences. The experiences that SIP and non-SIP students discussed regarding their transitions and adaptations, were at times viscerally different between the groups. Understanding these differences may allow us to leverage the support provided by SIPs and find ways to facilitate thriving for more community college transfer students.

Both SIP and non-SIP participants revealed several negative transition experiences and that these experiences caused them a high degree of stress. This suggests that being part of a SIP does not necessarily eliminate “transfer shock” but instead may provide students with the tools to better cope with challenges experienced at the university and promote a quicker, more robust adaptation.

“I had a very rough transfer and I think just having the [SIP peers] that I can relate to has been nice and we have been together through all three terms. And then having [SIP mentors] as well, I don’t know, it’s kind of a reason to stay.”—SIP participant

SIP participants readily discussed positive environmental characteristics that aligned with the thrive adaptation, including institutional supports and interpersonal support systems, whereas more non-SIP participants were prone to explaining a lack of quality supports—in particular, a lack of social and emotional support. In fact, we did not code focus groups with SIP participants as discussing a lack of emotional support. SIP participants more frequently discussed having feelings of morale regarding the university. Conversely, non-SIP participants framed the university as their “default” option and noted that they did not have a choice regarding where they could attend. SIP participants also discussed their identities as a member of an SIP and how this supported the development of their science identity, sense of belonging, and self-efficacy. These factors seemed to contribute to a thrive adaptation, whereas, non-SIP participants more often discussed that they did not always feel the need to belong to the university.

“I definitely think going through the [SIP program] really helped introduce me to all the resources that are available for me, both on campus and even outside of campus. Having this group, I call them my tribe, my tribe of people who are like minded that we can talk to outside of class and debrief. And they are just there for moral and emotional support. Which for me is the most important part. I get so tied up in my inferiority complex, like I’m not good enough, I don’t belong here, I should just quit. It is just nice to have people who are in the same boat as you, who can tell you ‘No, you are doing fine.’”—SIP participant

“Being in the [SIP] has definitely opened up a lot of doors for me here at [the university]. It has also made me feel like a part of [the university]. Talking to some of my other classmates who aren’t in a program like this, I feel like they kind of feel lost and don’t have a drive and aren’t doing as well. It’s not that they aren’t smart, it is just that they maybe lose their focus a little bit. So being in a [SIP] is really nice, because it helps to guide me and remind me of where I am headed.”—SIP participant

“I feel like feeling supported is more important to me than feeling like I’m in the community.”—Non-SIP participant

“Honestly, I don’t care about free ice cream socials or whatever. I’m glad that it’s there for other people who enjoy it but I’m not 18. I’ve already been through the workforce. I just want to get really good grades and then go get a good paycheck.”—Non-SIP participant

By examining the differences between students’ experiences and affordances, we can begin to understand what types of support may facilitate a thrive adaptation for community college transfer students, even if they do not have specific programmatic support. It is critical to see these often ephemeral, yet impactful interventions as opportunities for learning, growth, and institutionalization of the aspects that appear to facilitate student success at individual institutions.

Limitations

There are several limitations to our study in addition to the demographic representation discussed earlier ( Participants ). First, this study was not initially designed around the human adaptation to transitions theory, but instead this framework was deemed suitable during the data analysis stage after data collection occurred. Second, this study describes the collective experience of a subset of self-selecting students and therefore is not representative of all students at our university or other institutions. Third, while we intentionally designed the focus groups to separate SIP and non-SIP students, this may have led to SIP students sharing more, as they might have been familiar and comfortable with other participants due to their participation in the same programs; conversely, this may have also caused SIP participants to hold back from openly sharing their experiences if they were concerned about future interactions with other participants. Fourth, while we intentionally conducted focus groups to understand the collective transfer student experience, we recognize that there are limitations to focus group data. Those limitations include that some students may not have spoken up due to the group dynamics or may not have answered every question posed by the facilitators ( Parker and Tritter, 2006 ). Finally, our research is not representative of students who did not adapt to the transition or students who left college, as they all were currently “adapting.” Studying an attrition group with the AMATT, thus identifying a new pathway of nonadaptation, could lead to key insights, such as when survive characteristics outweigh thrive characteristics to a student’s detriment. Equipping the AMATT with such an additional pathway could be highly informative.

STEM students transferring from a community college to a 4-year university face a complex transition wherein many characteristics will contribute to their ability or inability to adapt. This adaptation may also look different for students depending on any number of factors. While community college transfer students can cope with the transition to a university and survive, all students deserve to have access to the support that they need to thrive. Helping students adapt in a way that allows them to thrive may lead to better student retention and could help set students up for success beyond the university. This work centers and leverages the student voice to supplement a growing understanding of STEM community college students’ pathways to the 4-year university and provides a model for practitioners who aim to better support the transfer student experience.

Supplementary Material

Acknowledgments.

We thank the student study participants for their invaluable contributions. We also thank Julia Burrows and Emma Goodwin for their help conducting focus groups and Lindsay Lutner for assistance in data analysis. This research was supported in part by NSF no. 1742542, awarded to E.E.S.

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Home » 500+ Qualitative Research Titles and Topics

500+ Qualitative Research Titles and Topics

Table of Contents

Qualitative research is a methodological approach that involves gathering and analyzing non-numerical data to understand and interpret social phenomena. Unlike quantitative research , which emphasizes the collection of numerical data through surveys and experiments, qualitative research is concerned with exploring the subjective experiences, perspectives, and meanings of individuals and groups. As such, qualitative research topics can be diverse and encompass a wide range of social issues and phenomena. From exploring the impact of culture on identity formation to examining the experiences of marginalized communities, qualitative research offers a rich and nuanced perspective on complex social issues. In this post, we will explore some of the most compelling qualitative research topics and provide some tips on how to conduct effective qualitative research.

Qualitative Research Titles

Qualitative research titles often reflect the study’s focus on understanding the depth and complexity of human behavior, experiences, or social phenomena. Here are some examples across various fields:

• “Understanding the Impact of Project-Based Learning on Student Engagement in High School Classrooms: A Qualitative Study”
• “Navigating the Transition: Experiences of International Students in American Universities”
• “The Role of Parental Involvement in Early Childhood Education: Perspectives from Teachers and Parents”
• “Exploring the Effects of Teacher Feedback on Student Motivation and Self-Efficacy in Middle Schools”
• “Digital Literacy in the Classroom: Teacher Strategies for Integrating Technology in Elementary Education”
• “Culturally Responsive Teaching Practices: A Case Study in Diverse Urban Schools”
• “The Influence of Extracurricular Activities on Academic Achievement: Student Perspectives”
• “Barriers to Implementing Inclusive Education in Public Schools: A Qualitative Inquiry”
• “Teacher Professional Development and Its Impact on Classroom Practice: A Qualitative Exploration”
• “Student-Centered Learning Environments: A Qualitative Study of Classroom Dynamics and Outcomes”
• “The Experience of First-Year Teachers: Challenges, Support Systems, and Professional Growth”
• “Exploring the Role of School Leadership in Fostering a Positive School Culture”
• “Peer Relationships and Learning Outcomes in Cooperative Learning Settings: A Qualitative Analysis”
• “The Impact of Social Media on Student Learning and Engagement: Teacher and Student Perspectives”
• “Understanding Special Education Needs: Parent and Teacher Perceptions of Support Services in Schools

Health Science

• “Living with Chronic Pain: Patient Narratives and Coping Strategies in Managing Daily Life”
• “Healthcare Professionals’ Perspectives on the Challenges of Rural Healthcare Delivery”
• “Exploring the Mental Health Impacts of COVID-19 on Frontline Healthcare Workers: A Qualitative Study”
• “Patient and Family Experiences of Palliative Care: Understanding Needs and Preferences”
• “The Role of Community Health Workers in Improving Access to Maternal Healthcare in Rural Areas”
• “Barriers to Mental Health Services Among Ethnic Minorities: A Qualitative Exploration”
• “Understanding Patient Satisfaction in Telemedicine Services: A Qualitative Study of User Experiences”
• “The Impact of Cultural Competence Training on Healthcare Provider-Patient Communication”
• “Navigating the Transition to Adult Healthcare Services: Experiences of Adolescents with Chronic Conditions”
• “Exploring the Use of Alternative Medicine Among Patients with Chronic Diseases: A Qualitative Inquiry”
• “The Role of Social Support in the Rehabilitation Process of Stroke Survivors”
• “Healthcare Decision-Making Among Elderly Patients: A Qualitative Study of Preferences and Influences”
• “Nurse Perceptions of Patient Safety Culture in Hospital Settings: A Qualitative Analysis”
• “Experiences of Women with Postpartum Depression: Barriers to Seeking Help”
• “The Impact of Nutrition Education on Eating Behaviors Among College Students: A Qualitative Approach”
• “Understanding Resilience in Survivors of Childhood Trauma: A Narrative Inquiry”
• “The Role of Mindfulness in Managing Work-Related Stress Among Corporate Employees: A Qualitative Study”
• “Coping Mechanisms Among Parents of Children with Autism Spectrum Disorder”
• “Exploring the Psychological Impact of Social Isolation in the Elderly: A Phenomenological Study”
• “Identity Formation in Adolescence: The Influence of Social Media and Peer Groups”
• “The Experience of Forgiveness in Interpersonal Relationships: A Qualitative Exploration”
• “Perceptions of Happiness and Well-Being Among University Students: A Cultural Perspective”
• “The Impact of Art Therapy on Anxiety and Depression in Adult Cancer Patients”
• “Narratives of Recovery: A Qualitative Study on the Journey Through Addiction Rehabilitation”
• “Exploring the Psychological Effects of Long-Term Unemployment: A Grounded Theory Approach”
• “Attachment Styles and Their Influence on Adult Romantic Relationships: A Qualitative Analysis”
• “The Role of Personal Values in Career Decision-Making Among Young Adults”
• “Understanding the Stigma of Mental Illness in Rural Communities: A Qualitative Inquiry”
• “Exploring the Use of Digital Mental Health Interventions Among Adolescents: A Qualitative Study”
• “The Psychological Impact of Climate Change on Young Adults: An Exploration of Anxiety and Action”
• “Navigating Identity: The Role of Social Media in Shaping Youth Culture and Self-Perception”
• “Community Resilience in the Face of Urban Gentrification: A Case Study of Neighborhood Change”
• “The Dynamics of Intergenerational Relationships in Immigrant Families: A Qualitative Analysis”
• “Social Capital and Economic Mobility in Low-Income Neighborhoods: An Ethnographic Approach”
• “Gender Roles and Career Aspirations Among Young Adults in Conservative Societies”
• “The Stigma of Mental Health in the Workplace: Employee Narratives and Organizational Culture”
• “Exploring the Intersection of Race, Class, and Education in Urban School Systems”
• “The Impact of Digital Divide on Access to Healthcare Information in Rural Communities”
• “Social Movements and Political Engagement Among Millennials: A Qualitative Study”
• “Cultural Adaptation and Identity Among Second-Generation Immigrants: A Phenomenological Inquiry”
• “The Role of Religious Institutions in Providing Community Support and Social Services”
• “Negotiating Public Space: Experiences of LGBTQ+ Individuals in Urban Environments”
• “The Sociology of Food: Exploring Eating Habits and Food Practices Across Cultures”
• “Work-Life Balance Challenges Among Dual-Career Couples: A Qualitative Exploration”
• “The Influence of Peer Networks on Substance Use Among Adolescents: A Community Study”

Business and Management

• “Navigating Organizational Change: Employee Perceptions and Adaptation Strategies in Mergers and Acquisitions”
• “Corporate Social Responsibility: Consumer Perceptions and Brand Loyalty in the Retail Sector”
• “Leadership Styles and Organizational Culture: A Comparative Study of Tech Startups”
• “Workplace Diversity and Inclusion: Best Practices and Challenges in Multinational Corporations”
• “Consumer Trust in E-commerce: A Qualitative Study of Online Shopping Behaviors”
• “The Gig Economy and Worker Satisfaction: Exploring the Experiences of Freelance Professionals”
• “Entrepreneurial Resilience: Success Stories and Lessons Learned from Failed Startups”
• “Employee Engagement and Productivity in Remote Work Settings: A Post-Pandemic Analysis”
• “Brand Storytelling: How Narrative Strategies Influence Consumer Engagement”
• “Sustainable Business Practices: Stakeholder Perspectives in the Fashion Industry”
• “Cross-Cultural Communication Challenges in Global Teams: Strategies for Effective Collaboration”
• “Innovative Workspaces: The Impact of Office Design on Creativity and Collaboration”
• “Consumer Perceptions of Artificial Intelligence in Customer Service: A Qualitative Exploration”
• “The Role of Mentoring in Career Development: Insights from Women in Leadership Positions”
• “Agile Management Practices: Adoption and Impact in Traditional Industries”

Environmental Studies

• “Community-Based Conservation Efforts in Tropical Rainforests: A Qualitative Study of Local Perspectives and Practices”
• “Urban Sustainability Initiatives: Exploring Resident Participation and Impact in Green City Projects”
• “Perceptions of Climate Change Among Indigenous Populations: Insights from Traditional Ecological Knowledge”
• “Environmental Justice and Industrial Pollution: A Case Study of Community Advocacy and Response”
• “The Role of Eco-Tourism in Promoting Conservation Awareness: Perspectives from Tour Operators and Visitors”
• “Sustainable Agriculture Practices Among Smallholder Farmers: Challenges and Opportunities”
• “Youth Engagement in Climate Action Movements: Motivations, Perceptions, and Outcomes”
• “Corporate Environmental Responsibility: A Qualitative Analysis of Stakeholder Expectations and Company Practices”
• “The Impact of Plastic Pollution on Marine Ecosystems: Community Awareness and Behavioral Change”
• “Renewable Energy Adoption in Rural Communities: Barriers, Facilitators, and Social Implications”
• “Water Scarcity and Community Adaptation Strategies in Arid Regions: A Grounded Theory Approach”
• “Urban Green Spaces: Public Perceptions and Use Patterns in Megacities”
• “Environmental Education in Schools: Teachers’ Perspectives on Integrating Sustainability into Curricula”
• “The Influence of Environmental Activism on Policy Change: Case Studies of Grassroots Campaigns”
• “Cultural Practices and Natural Resource Management: A Qualitative Study of Indigenous Stewardship Models”

Anthropology

• “Kinship and Social Organization in Matrilineal Societies: An Ethnographic Study”
• “Rituals and Beliefs Surrounding Death and Mourning in Diverse Cultures: A Comparative Analysis”
• “The Impact of Globalization on Indigenous Languages and Cultural Identity”
• “Food Sovereignty and Traditional Agricultural Practices Among Indigenous Communities”
• “Navigating Modernity: The Integration of Traditional Healing Practices in Contemporary Healthcare Systems”
• “Gender Roles and Equality in Hunter-Gatherer Societies: An Anthropological Perspective”
• “Sacred Spaces and Religious Practices: An Ethnographic Study of Pilgrimage Sites”
• “Youth Subcultures and Resistance: An Exploration of Identity and Expression in Urban Environments”
• “Cultural Constructions of Disability and Inclusion: A Cross-Cultural Analysis”
• “Interethnic Marriages and Cultural Syncretism: Case Studies from Multicultural Societies”
• “The Role of Folklore and Storytelling in Preserving Cultural Heritage”
• “Economic Anthropology of Gift-Giving and Reciprocity in Tribal Communities”
• “Digital Anthropology: The Role of Social Media in Shaping Political Movements”
• “Migration and Diaspora: Maintaining Cultural Identity in Transnational Communities”
• “Cultural Adaptations to Climate Change Among Coastal Fishing Communities”

Communication Studies

• “The Dynamics of Family Communication in the Digital Age: A Qualitative Inquiry”
• “Narratives of Identity and Belonging in Diaspora Communities Through Social Media”
• “Organizational Communication and Employee Engagement: A Case Study in the Non-Profit Sector”
• “Cultural Influences on Communication Styles in Multinational Teams: An Ethnographic Approach”
• “Media Representation of Women in Politics: A Content Analysis and Audience Perception Study”
• “The Role of Communication in Building Sustainable Community Development Projects”
• “Interpersonal Communication in Online Dating: Strategies, Challenges, and Outcomes”
• “Public Health Messaging During Pandemics: A Qualitative Study of Community Responses”
• “The Impact of Mobile Technology on Parent-Child Communication in the Digital Era”
• “Crisis Communication Strategies in the Hospitality Industry: A Case Study of Reputation Management”
• “Narrative Analysis of Personal Stories Shared on Mental Health Blogs”
• “The Influence of Podcasts on Political Engagement Among Young Adults”
• “Visual Communication and Brand Identity: A Qualitative Study of Consumer Interpretations”
• “Communication Barriers in Cross-Cultural Healthcare Settings: Patient and Provider Perspectives”
• “The Role of Internal Communication in Managing Organizational Change: Employee Experiences”

Information Technology

• “User Experience Design in Augmented Reality Applications: A Qualitative Study of Best Practices”
• “The Human Factor in Cybersecurity: Understanding Employee Behaviors and Attitudes Towards Phishing”
• “Adoption of Cloud Computing in Small and Medium Enterprises: Challenges and Success Factors”
• “Blockchain Technology in Supply Chain Management: A Qualitative Exploration of Potential Impacts”
• “The Role of Artificial Intelligence in Personalizing User Experiences on E-commerce Platforms”
• “Digital Transformation in Traditional Industries: A Case Study of Technology Adoption Challenges”
• “Ethical Considerations in the Development of Smart Home Technologies: A Stakeholder Analysis”
• “The Impact of Social Media Algorithms on News Consumption and Public Opinion”
• “Collaborative Software Development: Practices and Challenges in Open Source Projects”
• “Understanding the Digital Divide: Access to Information Technology in Rural Communities”
• “Data Privacy Concerns and User Trust in Internet of Things (IoT) Devices”
• “The Effectiveness of Gamification in Educational Software: A Qualitative Study of Engagement and Motivation”
• “Virtual Teams and Remote Work: Communication Strategies and Tools for Effectiveness”
• “User-Centered Design in Mobile Health Applications: Evaluating Usability and Accessibility”
• “The Influence of Technology on Work-Life Balance: Perspectives from IT Professionals”

Tourism and Hospitality

• “Exploring the Authenticity of Cultural Heritage Tourism in Indigenous Communities”
• “Sustainable Tourism Practices: Perceptions and Implementations in Small Island Destinations”
• “The Impact of Social Media Influencers on Destination Choice Among Millennials”
• “Gastronomy Tourism: Exploring the Culinary Experiences of International Visitors in Rural Regions”
• “Eco-Tourism and Conservation: Stakeholder Perspectives on Balancing Tourism and Environmental Protection”
• “The Role of Hospitality in Enhancing the Cultural Exchange Experience of Exchange Students”
• “Dark Tourism: Visitor Motivations and Experiences at Historical Conflict Sites”
• “Customer Satisfaction in Luxury Hotels: A Qualitative Study of Service Excellence and Personalization”
• “Adventure Tourism: Understanding the Risk Perception and Safety Measures Among Thrill-Seekers”
• “The Influence of Local Communities on Tourist Experiences in Ecotourism Sites”
• “Event Tourism: Economic Impacts and Community Perspectives on Large-Scale Music Festivals”
• “Heritage Tourism and Identity: Exploring the Connections Between Historic Sites and National Identity”
• “Tourist Perceptions of Sustainable Accommodation Practices: A Study of Green Hotels”
• “The Role of Language in Shaping the Tourist Experience in Multilingual Destinations”
• “Health and Wellness Tourism: Motivations and Experiences of Visitors to Spa and Retreat Centers”

Qualitative Research Topics

Qualitative Research Topics are as follows:

• Understanding the lived experiences of first-generation college students
• Exploring the impact of social media on self-esteem among adolescents
• Investigating the effects of mindfulness meditation on stress reduction
• Analyzing the perceptions of employees regarding organizational culture
• Examining the impact of parental involvement on academic achievement of elementary school students
• Investigating the role of music therapy in managing symptoms of depression
• Understanding the experience of women in male-dominated industries
• Exploring the factors that contribute to successful leadership in non-profit organizations
• Analyzing the effects of peer pressure on substance abuse among adolescents
• Investigating the experiences of individuals with disabilities in the workplace
• Understanding the factors that contribute to burnout among healthcare professionals
• Examining the impact of social support on mental health outcomes
• Analyzing the perceptions of parents regarding sex education in schools
• Investigating the experiences of immigrant families in the education system
• Understanding the impact of trauma on mental health outcomes
• Exploring the effectiveness of animal-assisted therapy for individuals with anxiety
• Analyzing the factors that contribute to successful intergenerational relationships
• Investigating the experiences of LGBTQ+ individuals in the workplace
• Understanding the impact of online gaming on social skills development among adolescents
• Examining the perceptions of teachers regarding technology integration in the classroom
• Analyzing the experiences of women in leadership positions
• Investigating the factors that contribute to successful marriage and long-term relationships
• Understanding the impact of social media on political participation
• Exploring the experiences of individuals with mental health disorders in the criminal justice system
• Analyzing the factors that contribute to successful community-based programs for youth development
• Investigating the experiences of veterans in accessing mental health services
• Understanding the impact of the COVID-19 pandemic on mental health outcomes
• Examining the perceptions of parents regarding childhood obesity prevention
• Analyzing the factors that contribute to successful multicultural education programs
• Investigating the experiences of individuals with chronic illnesses in the workplace
• Understanding the impact of poverty on academic achievement
• Exploring the experiences of individuals with autism spectrum disorder in the workplace
• Analyzing the factors that contribute to successful employee retention strategies
• Investigating the experiences of caregivers of individuals with Alzheimer’s disease
• Understanding the impact of parent-child communication on adolescent sexual behavior
• Examining the perceptions of college students regarding mental health services on campus
• Analyzing the factors that contribute to successful team building in the workplace
• Investigating the experiences of individuals with eating disorders in treatment programs
• Understanding the impact of mentorship on career success
• Exploring the experiences of individuals with physical disabilities in the workplace
• Analyzing the factors that contribute to successful community-based programs for mental health
• Investigating the experiences of individuals with substance use disorders in treatment programs
• Understanding the impact of social media on romantic relationships
• Examining the perceptions of parents regarding child discipline strategies
• Analyzing the factors that contribute to successful cross-cultural communication in the workplace
• Investigating the experiences of individuals with anxiety disorders in treatment programs
• Understanding the impact of cultural differences on healthcare delivery
• Exploring the experiences of individuals with hearing loss in the workplace
• Analyzing the factors that contribute to successful parent-teacher communication
• Investigating the experiences of individuals with depression in treatment programs
• Understanding the impact of childhood trauma on adult mental health outcomes
• Examining the perceptions of college students regarding alcohol and drug use on campus
• Analyzing the factors that contribute to successful mentor-mentee relationships
• Investigating the experiences of individuals with intellectual disabilities in the workplace
• Understanding the impact of work-family balance on employee satisfaction and well-being
• Exploring the experiences of individuals with autism spectrum disorder in vocational rehabilitation programs
• Analyzing the factors that contribute to successful project management in the construction industry
• Investigating the experiences of individuals with substance use disorders in peer support groups
• Understanding the impact of mindfulness meditation on stress reduction and mental health
• Examining the perceptions of parents regarding childhood nutrition
• Analyzing the factors that contribute to successful environmental sustainability initiatives in organizations
• Investigating the experiences of individuals with bipolar disorder in treatment programs
• Understanding the impact of job stress on employee burnout and turnover
• Exploring the experiences of individuals with physical disabilities in recreational activities
• Analyzing the factors that contribute to successful strategic planning in nonprofit organizations
• Investigating the experiences of individuals with hoarding disorder in treatment programs
• Understanding the impact of culture on leadership styles and effectiveness
• Examining the perceptions of college students regarding sexual health education on campus
• Analyzing the factors that contribute to successful supply chain management in the retail industry
• Investigating the experiences of individuals with personality disorders in treatment programs
• Understanding the impact of multiculturalism on group dynamics in the workplace
• Exploring the experiences of individuals with chronic pain in mindfulness-based pain management programs
• Analyzing the factors that contribute to successful employee engagement strategies in organizations
• Investigating the experiences of individuals with internet addiction disorder in treatment programs
• Understanding the impact of social comparison on body dissatisfaction and self-esteem
• Examining the perceptions of parents regarding childhood sleep habits
• Analyzing the factors that contribute to successful diversity and inclusion initiatives in organizations
• Investigating the experiences of individuals with schizophrenia in treatment programs
• Understanding the impact of job crafting on employee motivation and job satisfaction
• Exploring the experiences of individuals with vision impairments in navigating public spaces
• Analyzing the factors that contribute to successful customer relationship management strategies in the service industry
• Investigating the experiences of individuals with dissociative amnesia in treatment programs
• Understanding the impact of cultural intelligence on intercultural communication and collaboration
• Examining the perceptions of college students regarding campus diversity and inclusion efforts
• Analyzing the factors that contribute to successful supply chain sustainability initiatives in organizations
• Investigating the experiences of individuals with obsessive-compulsive disorder in treatment programs
• Understanding the impact of transformational leadership on organizational performance and employee well-being
• Exploring the experiences of individuals with mobility impairments in public transportation
• Analyzing the factors that contribute to successful talent management strategies in organizations
• Investigating the experiences of individuals with substance use disorders in harm reduction programs
• Understanding the impact of gratitude practices on well-being and resilience
• Examining the perceptions of parents regarding childhood mental health and well-being
• Analyzing the factors that contribute to successful corporate social responsibility initiatives in organizations
• Investigating the experiences of individuals with borderline personality disorder in treatment programs
• Understanding the impact of emotional labor on job stress and burnout
• Exploring the experiences of individuals with hearing impairments in healthcare settings
• Analyzing the factors that contribute to successful customer experience strategies in the hospitality industry
• Investigating the experiences of individuals with gender dysphoria in gender-affirming healthcare
• Understanding the impact of cultural differences on cross-cultural negotiation in the global marketplace
• Examining the perceptions of college students regarding academic stress and mental health
• Analyzing the factors that contribute to successful supply chain agility in organizations
• Understanding the impact of music therapy on mental health and well-being
• Exploring the experiences of individuals with dyslexia in educational settings
• Analyzing the factors that contribute to successful leadership in nonprofit organizations
• Investigating the experiences of individuals with chronic illnesses in online support groups
• Understanding the impact of exercise on mental health and well-being
• Examining the perceptions of parents regarding childhood screen time
• Analyzing the factors that contribute to successful change management strategies in organizations
• Understanding the impact of cultural differences on international business negotiations
• Exploring the experiences of individuals with hearing impairments in the workplace
• Analyzing the factors that contribute to successful team building in corporate settings
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• Understanding the impact of social media on body image and self-esteem
• Examining the perceptions of parents regarding childhood education
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• Exploring the experiences of individuals with chronic pain in cognitive-behavioral therapy programs
• Analyzing the factors that contribute to successful community-building strategies in urban neighborhoods
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• Examining the perceptions of parents regarding childhood screen time usage
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• Understanding the impact of cultural competence on healthcare outcomes
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• Understanding the impact of childhood trauma on adult mental health
• Analyzing the factors that contribute to successful supply chain sustainability strategies
• Investigating the experiences of individuals with personality disorders in dialectical behavior therapy programs
• Understanding the impact of gender identity on mental health treatment seeking behaviors
• Exploring the experiences of individuals with schizophrenia in community-based treatment programs
• Analyzing the factors that contribute to successful project team management strategies
• Investigating the experiences of individuals with obsessive-compulsive disorder in exposure and response prevention therapy programs
• Understanding the impact of cultural competence on academic achievement and success
• Examining the perceptions of college students regarding academic integrity
• Analyzing the factors that contribute to successful social media marketing strategies
• Investigating the experiences of individuals with bipolar disorder in community-based treatment programs
• Understanding the impact of mindfulness on academic achievement and success
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• Understanding the impact of healthcare disparities on health outcomes
• Analyzing the factors that contribute to successful supply chain optimization strategies
• Investigating the experiences of individuals with borderline personality disorder in schema therapy programs
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• Investigating the experiences of individuals with depression in therapy programs
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• Exploring the experiences of individuals with traumatic brain injuries in rehabilitation programs
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• Investigating the experiences of individuals with chronic illnesses in healthcare settings
• Understanding the impact of technology on work-life balance
• Exploring the experiences of individuals with learning disabilities in academic settings
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• Investigating the experiences of individuals with ADHD in treatment programs
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• Understanding the impact of social support on caregiver well-being
• Exploring the experiences of individuals with chronic illnesses in disability activism
• Analyzing the factors that contribute to successful cultural competency training programs in healthcare settings
• Understanding the impact of personality disorders on interpersonal relationships
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• Investigating the experiences of individuals with dissociative disorders in therapy programs
• Understanding the impact of gender bias in hiring practices
• Exploring the experiences of individuals with visual impairments in the workplace
• Analyzing the factors that contribute to successful diversity and inclusion programs in the workplace
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• Understanding the impact of race and ethnicity on healthcare access and outcomes
• Exploring the experiences of individuals with post-traumatic stress disorder in treatment programs
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• Analyzing the factors that contribute to successful customer service strategies
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• Understanding the impact of workplace stress on job satisfaction and performance
• Exploring the experiences of individuals with disabilities in sports and recreation
• Analyzing the factors that contribute to successful marketing strategies for small businesses
• Investigating the experiences of individuals with phobias in treatment programs
• Understanding the impact of culture on attitudes towards mental health and illness
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• Analyzing the factors that contribute to successful time management strategies
• Investigating the experiences of individuals with addiction in recovery support groups
• Understanding the impact of mindfulness on emotional regulation and well-being
• Exploring the experiences of individuals with chronic pain in treatment programs
• Analyzing the factors that contribute to successful conflict resolution in romantic relationships
• Investigating the experiences of individuals with autism spectrum disorder in social skills training programs
• Understanding the impact of parent-child communication on adolescent substance use
• Examining the perceptions of parents regarding childhood mental health services
• Analyzing the factors that contribute to successful fundraising strategies for non-profit organizations
• Investigating the experiences of individuals with chronic illnesses in support groups
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Trends and Hot Topics of STEM and STEM Education: a Co-word Analysis of Literature Published in 2011–2020

• Published: 23 February 2023

Cite this article

• Ying-Shao Hsu   ORCID: orcid.org/0000-0002-1635-8213 1 , 2 ,
• Kai-Yu Tang   ORCID: orcid.org/0000-0002-3965-3055 3 &
• Tzu-Chiang Lin   ORCID: orcid.org/0000-0003-3842-3749 4 , 5  

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This study explored research trends in science, technology, engineering, and mathematics (STEM) education. Descriptive analysis and co-word analysis were used to examine articles published in Social Science Citation Index journals from 2011 to 2020. From a search of the Web of Science database, a total of 761 articles were selected as target samples for analysis. A growing number of STEM-related publications were published after 2016. The most frequently used keywords in these sample papers were also identified. Further analysis identified the leading journals and most represented countries among the target articles. A series of co-word analyses were conducted to reveal word co-occurrence according to the title, keywords, and abstract. Gender moderated engagement in STEM learning and career selection. Higher education was critical in training a STEM workforce to satisfy societal requirements for STEM roles. Our findings indicated that the attention of STEM education researchers has shifted to the professional development of teachers. Discussions and potential research directions in the field are included.

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Data Availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Ying-Shao Hsu

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Graduate Institute of Library & Information Science, National Chung Hsing University, 145 Xingda Rd., South Dist., Taichung City, 402, Taiwan

Kai-Yu Tang

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Tzu-Chiang Lin

Center for Teacher Education, National Kaohsiung University of Science and Technology, No. 415, Jiangong Rd., Sanmin Dist, Kaohsiung City, 807618, Taiwan

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Hsu, YS., Tang, KY. & Lin, TC. Trends and Hot Topics of STEM and STEM Education: a Co-word Analysis of Literature Published in 2011–2020. Sci & Educ (2023). https://doi.org/10.1007/s11191-023-00419-6

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Qualitative Research Topics & Ideas For Students

Do you have difficulty finding a qualitative research title for your project? If you are, you need not worry because you are not alone. However, there are many unique qualitative titles you can explore for your research. You just need a few qualitative research title examples to get you started. Qualitative research is focused on data obtained through a researcher’s first-hand observations, natural setting recording, artifacts, case studies, documents, questionnaires, and interviews. The findings in qualitative research are usually non-numerical. Also, it is common in humanities and social sciences. This post provides over 100 qualitative research topics you can consider.

• The Best Qualitative Research Topics That Impress the Teacher

Exceptional Qualitative Research Topics In Social Science

Qualitative research title examples for students, fantastic examples of qualitative research titles, good topics to start for qualitative research, qualitative research topics in education, quick examples of qualitative research topics, qualitative research topics in the philippines, qualitative researches topics about humanity & social science, great choices of qualitative research title examples, qualitative research topics for students to think about, our examples of the best qualitative research topics that impress the teacher.

An excellent research topic will help you earn a good grade. Consider any example of a qualitative research title from the following options:

• The impacts of social media on physical social engagement in society
• The benefits of treating mental disorders with medication
• The effects of Gender-Based Violence on women’s social lives in rural areas
• The decline of academic pursuit in third-world countries
• Sexual workers: the stigma they experience
• How has the promotion of feminist values influenced workplaces?
• Free education: its impact in third-world countries
• What is the correlation between education and success?
• Ableism: its effects on disabled people in society
• Food insecurity in third-world nations

The topic of your research paper can influence how easily you can conduct your study and draw conclusions.

Here are fantastic examples of qualitative research titles:

• Female harm: how it is influenced by culture
• The socioeconomic impacts of free education
• The link between food insecurity and poor performance in schools
• Alcoholism among college students: a critical study
• How to mitigate child labor in our society
• The root causes of child labor in Latin America
• The stigma of living with transmissive medical conditions
• The root cause of the stigma of people living with disabilities
• How to identify depression in small children
• Signs of autism in kids below two years old

Choosing a qualitative research topic is not a task you should take lightly because it can influence your performance. Here are some noteworthy qualitative research titles examples:

• Basic patient care policies in developing nations
• The impacts of alcoholism on education
• Adult learning: what does it entail?
• Homeschooling: Is it the latest trend after the pandemic?
• Does computer literacy influence the quality of education kids enjoy?
• How to effectively teach students with learning disabilities
• The relationship between poor education systems and crime rates in third-world countries
• Student bullying: the psychological impacts
• Should high school students go through university preparedness programs?
• research writing in high schools: its significance

Are you looking for qualitative research topic examples to start your study? Below are some creative examples to consider:

• Remote tests: are they as effective as in-class tests?
• The value of social activities in academic institutions
• Why should healthcare be free in all countries?
• The implications of racist laws on society
• The reception of COVID-19 vaccines and treatments
• What is the difference between foreign policies in first-world and third-world nations?
• Racism and Colorism: what is the difference?
• Dissecting the causes of low voter turnouts in the 21 st century
• The challenges of social media on kid’s brain development
• The inclusion of black women in American politics and its impacts

When competing with several brilliant minds, a good research topic can do you greatly. The following qualitative research examples titles are a great place to start:

• Should school uniforms be discarded for high schoolers?
• The need for equal representation in global politics
• The implications of police brutality on politics
• The role of parental care in foster kids
• The distinction between Islamic values and Christian values
• The correlation between political instability and migration
• Sex trafficking and violence against women: what is the link?
• How can global governments eradicate homelessness?
• Fraternities and sororities: are they still relevant?
• The role of literature in promoting societal changes

Qualitative research is popular in the education field and other social sciences. Choose a qualitative research title example on the subject of education from the following list:

• Effectively introducing foreign languages in the high school curriculum
• How can teachers help students with disabilities improve their learning?
• The link between social activities and comprehension among students
• Research writing in high schools: is it necessary?
• How has virtual learning influenced teacher-student relationships?
• The implications of allowing smartphones in classes
• Should all schools introduce sign language lessons in their curriculum?
• Student loans: their impacts on black students
• The impacts of race on college acceptance rates
• Poverty and education: what is the link?
• Ethnic and socioeconomic causes of poor school attendance in developing worlds
• Various teaching methods and their efficiency
• Efficient teaching methods for children below two years
• Why do students perform better in humanities than in sciences?
• The difference between college acceptance and completion in most nations
• Remote learning in developing countries
• What are the best ways of approaching bullying in schools?
• How do teachers promote inequality among students?
• Does social class influence academic performance negatively or positively?
• How do teachers shape their students’ personalities?

Coming up with a qualitative research title can be hard because of the numerous subject areas and the issue of uniqueness. Therefore, we have prepared the following qualitative title examples for you:

• How to promote oral learning in classrooms
• Political instability in developing countries: its economic impacts
• The impacts of weather on social activities
• Boredom and poor-decision making: the connection
• Exploring the connection between attachment types and love languages
• Socioeconomic impacts of instability on a country
• How does social media impact the perception of reality
• Reality TV shows: are they a true reflection of reality?
• How culture applies to different age groups
• Is social media influencing the loss of cultural values?

You can base your research topic on a specific region or nation, like the Philippines. A sample qualitative research title can get you started. You can pick a sample qualitative research title from the ideas below:

• Why are so many Philippines residents migrating to America?
• The impact of politics on migration in the Philippines
• How has violence led to food insecurity in rural areas in the Philippines?
• The Philippine education system: an overview
• How cultural norms influence social activities in the Philippines
• Gender roles in the Philippines society
• How popular Filipino cultures have served as agents of social change in the nation
• The link between male dominance and GBV in the Philippines
• Barriers to clean hygiene in health centers in the Philippines
• The spread of COVID in rural areas in the Philippines

Most top performers in research subjects attribute their success to choosing the best title for qualitative research. Here are some qualitative research topics about humanities and social science to promote good performance:

• The impact of poor market rivalry on supply and demand
• The role of parents in shaping kids’ morals
• Is social media the root cause of poor societal morals?
• How does alcohol impact a person’s normal behavior?
• How often should adults engage in sporting activities?
• Children’s eating habits and their influences
• Low socioeconomic backgrounds and their impacts on self-esteem
• The effect of the COVID-19 pandemic on the world’s views on viral diseases
• How can school-going kids manage depression
• Causes of mental challenges among school-going kids

Finding a good topic for qualitative research is a critical task that requires a lot of thought and research. However, we have simplified the process with the following qualitative topic ideas:

• Pop music and erratic youth behavior: is there a link?
• How do public figures influence cultures?
• Ideas for improving healthcare in developing nations
• Possible solutions for alleviating the food crisis in developing nations
• New ways of mitigating viral diseases
• Social media trends among the elderly
• Quarantine as a mitigation approach for infectious diseases
• Promoting social justice in patriarchal societies
• Worrying trends among the young population
• Emerging marketing trends in 2023

Qualitative research for college and high school students helps improve reading, writing, and intellectual skills. Here are some qualitative research examples and topic ideas for students :

• How to detect and prevent natural disasters beforehand
• Can the whole world have the same education system?
• What is the most effective therapy for patients recuperating from brain surgery?
• Possible solutions for promoting ethical practices in telehealth
• Can addicts overcome addiction without therapy?
• The latest technology trends and their impacts?
• How can global governments promote mental health awareness?
• Have smartphones caused reduced attention spans among users?
• Sexual violence in rural areas
• The introduction of Islam in African nations

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Qualitative research is an investigative analysis of intangible or inexact data, mostly non-numerical. The title of qualitative research you choose will guide your entire research process and influence its conclusions. Do you need a paper or an example of a research title qualitative topic? Our expert team is ready to write it for you.

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200+ Experimental Quantitative Research Topics For STEM Students In 2023

STEM means Science, Technology, Engineering, and Math, which is not the only stuff we learn in school. It is like a treasure chest of skills that help students become great problem solvers, ready to tackle the real world’s challenges.

In this blog, we are here to explore the world of Research Topics for STEM Students. We will break down what STEM really means and why it is so important for students. In addition, we will give you the lowdown on how to pick a fascinating research topic. We will explain a list of 200+ Experimental Quantitative Research Topics For STEM Students.

And when it comes to writing a research title, we will guide you step by step. So, stay with us as we unlock the exciting world of STEM research – it is not just about grades; it is about growing smarter, more confident, and happier along the way.

What Is STEM?

Table of Contents

STEM is Science, Technology, Engineering, and Mathematics. It is a way of talking about things like learning, jobs, and activities related to these four important subjects. Science is about understanding the world around us, technology is about using tools and machines to solve problems, engineering is about designing and building things, and mathematics is about numbers and solving problems with them. STEM helps us explore, discover, and create cool stuff that makes our world better and more exciting.

Why STEM Research Is Important?

STEM research is important because it helps us learn new things about the world and solve problems. When scientists, engineers, and mathematicians study these subjects, they can discover cures for diseases, create new technology that makes life easier, and build things that help us live better. It is like a big puzzle where we put together pieces of knowledge to make our world safer, healthier, and more fun.

• STEM research leads to new discoveries and solutions.
• It helps find cures for diseases.
• STEM technology makes life easier.
• Engineers build things that improve our lives.
• Mathematics helps us understand and solve complex problems.

How to Choose a Topic for STEM Research Paper

Here are some steps to choose a topic for STEM Research Paper:

Step 1: Identify Your Interests

Think about what you like and what excites you in science, technology, engineering, or math. It could be something you learned in school, saw in the news, or experienced in your daily life. Choosing a topic you’re passionate about makes the research process more enjoyable.

Step 2: Research Existing Topics

Look up different STEM research areas online, in books, or at your library. See what scientists and experts are studying. This can give you ideas and help you understand what’s already known in your chosen field.

Step 3: Consider Real-World Problems

Think about the problems you see around you. Are there issues in your community or the world that STEM can help solve? Choosing a topic that addresses a real-world problem can make your research impactful.

Step 4: Talk to Teachers and Mentors

Discuss your interests with your teachers, professors, or mentors. They can offer guidance and suggest topics that align with your skills and goals. They may also provide resources and support for your research.

Step 5: Narrow Down Your Topic

Once you have some ideas, narrow them down to a specific research question or project. Make sure it’s not too broad or too narrow. You want a topic that you can explore in depth within the scope of your research paper.

Here we will discuss 200+ Experimental Quantitative Research Topics For STEM Students: 

Qualitative Research Topics for STEM Students:

Qualitative research focuses on exploring and understanding phenomena through non-numerical data and subjective experiences. Here are 10 qualitative research topics for STEM students:

• Exploring the experiences of female STEM students in overcoming gender bias in academia.
• Understanding the perceptions of teachers regarding the integration of technology in STEM education.
• Investigating the motivations and challenges of STEM educators in underprivileged schools.
• Exploring the attitudes and beliefs of parents towards STEM education for their children.
• Analyzing the impact of collaborative learning on student engagement in STEM subjects.
• Investigating the experiences of STEM professionals in bridging the gap between academia and industry.
• Understanding the cultural factors influencing STEM career choices among minority students.
• Exploring the role of mentorship in the career development of STEM graduates.
• Analyzing the perceptions of students towards the ethics of emerging STEM technologies like AI and CRISPR.
• Investigating the emotional well-being and stress levels of STEM students during their academic journey.

Easy Experimental Research Topics for STEM Students:

These experimental research topics are relatively straightforward and suitable for STEM students who are new to research:

•  Measuring the effect of different light wavelengths on plant growth.
•  Investigating the relationship between exercise and heart rate in various age groups.
•  Testing the effectiveness of different insulating materials in conserving heat.
•  Examining the impact of pH levels on the rate of chemical reactions.
•  Studying the behavior of magnets in different temperature conditions.
•  Investigating the effect of different concentrations of a substance on bacterial growth.
•  Testing the efficiency of various sunscreen brands in blocking UV radiation.
•  Measuring the impact of music genres on concentration and productivity.
•  Examining the correlation between the angle of a ramp and the speed of a rolling object.
•  Investigating the relationship between the number of blades on a wind turbine and energy output.

Research Topics for STEM Students in the Philippines:

These research topics are tailored for STEM students in the Philippines:

•  Assessing the impact of climate change on the biodiversity of coral reefs in the Philippines.
•  Studying the potential of indigenous plants in the Philippines for medicinal purposes.
•  Investigating the feasibility of harnessing renewable energy sources like solar and wind in rural Filipino communities.
•  Analyzing the water quality and pollution levels in major rivers and lakes in the Philippines.
•  Exploring sustainable agricultural practices for small-scale farmers in the Philippines.
•  Assessing the prevalence and impact of dengue fever outbreaks in urban areas of the Philippines.
•  Investigating the challenges and opportunities of STEM education in remote Filipino islands.
•  Studying the impact of typhoons and natural disasters on infrastructure resilience in the Philippines.
•  Analyzing the genetic diversity of endemic species in the Philippine rainforests.
•  Assessing the effectiveness of disaster preparedness programs in Philippine communities.

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• Frontend Project Ideas
• Business Intelligence Projects For Beginners

Good Research Topics for STEM Students:

These research topics are considered good because they offer interesting avenues for investigation and learning:

•  Developing a low-cost and efficient water purification system for rural communities.
•  Investigating the potential use of CRISPR-Cas9 for gene therapy in genetic disorders.
•  Studying the applications of blockchain technology in securing medical records.
•  Analyzing the impact of 3D printing on customized prosthetics for amputees.
•  Exploring the use of artificial intelligence in predicting and preventing forest fires.
•  Investigating the effects of microplastic pollution on aquatic ecosystems.
•  Analyzing the use of drones in monitoring and managing agricultural crops.
•  Studying the potential of quantum computing in solving complex optimization problems.
•  Investigating the development of biodegradable materials for sustainable packaging.
•  Exploring the ethical implications of gene editing in humans.

Unique Research Topics for STEM Students:

Unique research topics can provide STEM students with the opportunity to explore unconventional and innovative ideas. Here are 10 unique research topics for STEM students:

•  Investigating the use of bioluminescent organisms for sustainable lighting solutions.
•  Studying the potential of using spider silk proteins for advanced materials in engineering.
•  Exploring the application of quantum entanglement for secure communication in the field of cryptography.
•  Analyzing the feasibility of harnessing geothermal energy from underwater volcanoes.
•  Investigating the use of CRISPR-Cas12 for rapid and cost-effective disease diagnostics.
•  Studying the interaction between artificial intelligence and human creativity in art and music generation.
•  Exploring the development of edible packaging materials to reduce plastic waste.
•  Investigating the impact of microgravity on cellular behavior and tissue regeneration in space.
•  Analyzing the potential of using sound waves to detect and combat invasive species in aquatic ecosystems.
•  Studying the use of biotechnology in reviving extinct species, such as the woolly mammoth.

Experimental Research Topics for STEM Students in the Philippines

Research topics for STEM students in the Philippines can address specific regional challenges and opportunities. Here are 10 experimental research topics for STEM students in the Philippines:

•  Assessing the effectiveness of locally sourced materials for disaster-resilient housing construction in typhoon-prone areas.
•  Investigating the utilization of indigenous plants for natural remedies in Filipino traditional medicine.
•  Studying the impact of volcanic soil on crop growth and agriculture in volcanic regions of the Philippines.
•  Analyzing the water quality and purification methods in remote island communities.
•  Exploring the feasibility of using bamboo as a sustainable construction material in the Philippines.
•  Investigating the potential of using solar stills for freshwater production in water-scarce regions.
•  Studying the effects of climate change on the migration patterns of bird species in the Philippines.
•  Analyzing the growth and sustainability of coral reefs in marine protected areas.
•  Investigating the utilization of coconut waste for biofuel production.
•  Studying the biodiversity and conservation efforts in the Tubbataha Reefs Natural Park.

Capstone Research Topics for STEM Students in the Philippines:

Capstone research projects are often more comprehensive and can address real-world issues. Here are 10 capstone research topics for STEM students in the Philippines:

•  Designing a low-cost and sustainable sanitation system for informal settlements in urban Manila.
•  Developing a mobile app for monitoring and reporting natural disasters in the Philippines.
•  Assessing the impact of climate change on the availability and quality of drinking water in Philippine cities.
•  Designing an efficient traffic management system to address congestion in major Filipino cities.
•  Analyzing the health implications of air pollution in densely populated urban areas of the Philippines.
•  Developing a renewable energy microgrid for off-grid communities in the archipelago.
•  Assessing the feasibility of using unmanned aerial vehicles (drones) for agricultural monitoring in rural Philippines.
•  Designing a low-cost and sustainable aquaponics system for urban agriculture.
•  Investigating the potential of vertical farming to address food security in densely populated urban areas.
•  Developing a disaster-resilient housing prototype suitable for typhoon-prone regions.

Experimental Quantitative Research Topics for STEM Students:

Experimental quantitative research involves the collection and analysis of numerical data to conclude. Here are 10 Experimental Quantitative Research Topics For STEM Students interested in experimental quantitative research:

•  Examining the impact of different fertilizers on crop yield in agriculture.
•  Investigating the relationship between exercise and heart rate among different age groups.
•  Analyzing the effect of varying light intensities on photosynthesis in plants.
•  Studying the efficiency of various insulation materials in reducing building heat loss.
•  Investigating the relationship between pH levels and the rate of corrosion in metals.
•  Analyzing the impact of different concentrations of pollutants on aquatic ecosystems.
•  Examining the effectiveness of different antibiotics on bacterial growth.
•  Trying to figure out how temperature affects how thick liquids are.
•  Finding out if there is a link between the amount of pollution in the air and lung illnesses in cities.
•  Analyzing the efficiency of solar panels in converting sunlight into electricity under varying conditions.

Descriptive Research Topics for STEM Students

Descriptive research aims to provide a detailed account or description of a phenomenon. Here are 10 topics for STEM students interested in descriptive research:

•  Describing the physical characteristics and behavior of a newly discovered species of marine life.
•  Documenting the geological features and formations of a particular region.
•  Creating a detailed inventory of plant species in a specific ecosystem.
•  Describing the properties and behavior of a new synthetic polymer.
•  Documenting the daily weather patterns and climate trends in a particular area.
•  Providing a comprehensive analysis of the energy consumption patterns in a city.
•  Describing the structural components and functions of a newly developed medical device.
•  Documenting the characteristics and usage of traditional construction materials in a region.
•  Providing a detailed account of the microbiome in a specific environmental niche.
•  Describing the life cycle and behavior of a rare insect species.

Research Topics for STEM Students in the Pandemic:

The COVID-19 pandemic has raised many research opportunities for STEM students. Here are 10 research topics related to pandemics:

•  Analyzing the effectiveness of various personal protective equipment (PPE) in preventing the spread of respiratory viruses.
•  Studying the impact of lockdown measures on air quality and pollution levels in urban areas.
•  Investigating the psychological effects of quarantine and social isolation on mental health.
•  Analyzing the genomic variation of the SARS-CoV-2 virus and its implications for vaccine development.
•  Studying the efficacy of different disinfection methods on various surfaces.
•  Investigating the role of contact tracing apps in tracking & controlling the spread of infectious diseases.
•  Analyzing the economic impact of the pandemic on different industries and sectors.
•  Studying the effectiveness of remote learning in STEM education during lockdowns.
•  Investigating the social disparities in healthcare access during a pandemic.
• Analyzing the ethical considerations surrounding vaccine distribution and prioritization.

Research Topics for STEM Students Middle School

Research topics for middle school STEM students should be engaging and suitable for their age group. Here are 10 research topics:

• Investigating the growth patterns of different types of mold on various food items.
• Studying the negative effects of music on plant growth and development.
• Analyzing the relationship between the shape of a paper airplane and its flight distance.
• Investigating the properties of different materials in making effective insulators for hot and cold beverages.
• Studying the effect of salt on the buoyancy of different objects in water.
• Analyzing the behavior of magnets when exposed to different temperatures.
• Investigating the factors that affect the rate of ice melting in different environments.
• Studying the impact of color on the absorption of heat by various surfaces.
• Analyzing the growth of crystals in different types of solutions.
• Investigating the effectiveness of different natural repellents against common pests like mosquitoes.

Technology Research Topics for STEM Students

Technology is at the forefront of STEM fields. Here are 10 research topics for STEM students interested in technology:

• Developing and optimizing algorithms for autonomous drone navigation in complex environments.
• Exploring the use of blockchain technology for enhancing the security and transparency of supply chains.
• Investigating the applications of virtual reality (VR) and augmented reality (AR) in medical training and surgery simulations.
• Studying the potential of 3D printing for creating personalized prosthetics and orthopedic implants.
• Analyzing the ethical and privacy implications of facial recognition technology in public spaces.
• Investigating the development of quantum computing algorithms for solving complex optimization problems.
• Explaining the use of machine learning and AI in predicting and mitigating the impact of natural disasters.
• Studying the advancement of brain-computer interfaces for assisting individuals with
• disabilities.
• Analyzing the role of wearable technology in monitoring and improving personal health and wellness.
• Investigating the use of robotics in disaster response and search and rescue operations.

Scientific Research Topics for STEM Students

Scientific research encompasses a wide range of topics. Here are 10 research topics for STEM students focusing on scientific exploration:

• Investigating the behavior of subatomic particles in high-energy particle accelerators.
• Studying the ecological impact of invasive species on native ecosystems.
• Analyzing the genetics of antibiotic resistance in bacteria and its implications for healthcare.
• Exploring the physics of gravitational waves and their detection through advanced interferometry.
• Investigating the neurobiology of memory formation and retention in the human brain.
• Studying the biodiversity and adaptation of extremophiles in harsh environments.
• Analyzing the chemistry of deep-sea hydrothermal vents and their potential for life beyond Earth.
• Exploring the properties of superconductors and their applications in technology.
• Investigating the mechanisms of stem cell differentiation for regenerative medicine.
• Studying the dynamics of climate change and its impact on global ecosystems.

Interesting Research Topics for STEM Students:

Engaging and intriguing research topics can foster a passion for STEM. Here are 10 interesting research topics for STEM students:

• Exploring the science behind the formation of auroras and their cultural significance.
• Investigating the mysteries of dark matter and dark energy in the universe.
• Studying the psychology of decision-making in high-pressure situations, such as sports or
• emergencies.
• Analyzing the impact of social media on interpersonal relationships and mental health.
• Exploring the potential for using genetic modification to create disease-resistant crops.
• Investigating the cognitive processes involved in solving complex puzzles and riddles.
• Studying the history and evolution of cryptography and encryption methods.
• Analyzing the physics of time travel and its theoretical possibilities.
• Exploring the role of Artificial Intelligence  in creating art and music.
• Investigating the science of happiness and well-being, including factors contributing to life satisfaction.

Practical Research Topics for STEM Students

Practical research often leads to real-world solutions. Here are 10 practical research topics for STEM students:

• Developing an affordable and sustainable water purification system for rural communities.
• Designing a low-cost, energy-efficient home heating and cooling system.
• Investigating strategies for reducing food waste in the supply chain and households.
• Studying the effectiveness of eco-friendly pest control methods in agriculture.
• Analyzing the impact of renewable energy integration on the stability of power grids.
• Developing a smartphone app for early detection of common medical conditions.
• Investigating the feasibility of vertical farming for urban food production.
• Designing a system for recycling and upcycling electronic waste.
• Studying the environmental benefits of green roofs and their potential for urban heat island mitigation.
• Analyzing the efficiency of alternative transportation methods in reducing carbon emissions.

Experimental Research Topics for STEM Students About Plants

Plants offer a rich field for experimental research. Here are 10 experimental research topics about plants for STEM students:

• Investigating the effect of different light wavelengths on plant growth and photosynthesis.
• Studying the impact of various fertilizers and nutrient solutions on crop yield.
• Analyzing the response of plants to different types and concentrations of plant hormones.
• Investigating the role of mycorrhizal in enhancing nutrient uptake in plants.
• Studying the effects of drought stress and water scarcity on plant physiology and adaptation mechanisms.
• Analyzing the influence of soil pH on plant nutrient availability and growth.
• Investigating the chemical signaling and defense mechanisms of plants against herbivores.
• Studying the impact of environmental pollutants on plant health and genetic diversity.
• Analyzing the role of plant secondary metabolites in pharmaceutical and agricultural applications.
• Investigating the interactions between plants and beneficial microorganisms in the rhizosphere.

Qualitative Research Topics for STEM Students in the Philippines

Qualitative research in the Philippines can address local issues and cultural contexts. Here are 10 qualitative research topics for STEM students in the Philippines:

• Exploring indigenous knowledge and practices in sustainable agriculture in Filipino communities.
• Studying the perceptions and experiences of Filipino fishermen in coping with climate change impacts.
• Analyzing the cultural significance and traditional uses of medicinal plants in indigenous Filipino communities.
• Investigating the barriers and facilitators of STEM education access in remote Philippine islands.
• Exploring the role of traditional Filipino architecture in natural disaster resilience.
• Studying the impact of indigenous farming methods on soil conservation and fertility.
• Analyzing the cultural and environmental significance of mangroves in coastal Filipino regions.
• Investigating the knowledge and practices of Filipino healers in treating common ailments.
• Exploring the cultural heritage and conservation efforts of the Ifugao rice terraces.
• Studying the perceptions and practices of Filipino communities in preserving marine biodiversity.

Science Research Topics for STEM Students

Science offers a diverse range of research avenues. Here are 10 science research topics for STEM students:

• Investigating the potential of gene editing techniques like CRISPR-Cas9 in curing genetic diseases.
• Studying the ecological impacts of species reintroduction programs on local ecosystems.
• Analyzing the effects of microplastic pollution on aquatic food webs and ecosystems.
• Investigating the link between air pollution and respiratory health in urban populations.
• Studying the role of epigenetics in the inheritance of acquired traits in organisms.
• Analyzing the physiology and adaptations of extremophiles in extreme environments on Earth.
• Investigating the genetics of longevity and factors influencing human lifespan.
• Studying the behavioral ecology and communication strategies of social insects.
• Analyzing the effects of deforestation on global climate patterns and biodiversity loss.
• Investigating the potential of synthetic biology in creating bioengineered organisms for beneficial applications.

Correlational Research Topics for STEM Students

Correlational research focuses on relationships between variables. Here are 10 correlational research topics for STEM students:

• Analyzing the correlation between dietary habits and the incidence of chronic diseases.
• Studying the relationship between exercise frequency and mental health outcomes.
• Investigating the correlation between socioeconomic status and access to quality healthcare.
• Analyzing the link between social media usage and self-esteem in adolescents.
• Studying the correlation between academic performance and sleep duration among students.
• Investigating the relationship between environmental factors and the prevalence of allergies.
• Analyzing the correlation between technology use and attention span in children.
• Studying how environmental factors are related to the frequency of allergies.
• Investigating the link between parental involvement in education and student achievement.
• Analyzing the correlation between temperature fluctuations and wildlife migration patterns.

Quantitative Research Topics for STEM Students in the Philippines

Quantitative research in the Philippines can address specific regional issues. Here are 10 quantitative research topics for STEM students in the Philippines

• Analyzing the impact of typhoons on coastal erosion rates in the Philippines.
• Studying the quantitative effects of land use change on watershed hydrology in Filipino regions.
• Investigating the quantitative relationship between deforestation and habitat loss for endangered species.
• Analyzing the quantitative patterns of marine biodiversity in Philippine coral reef ecosystems.
• Studying the quantitative assessment of water quality in major Philippine rivers and lakes.
• Investigating the quantitative analysis of renewable energy potential in specific Philippine provinces.
• Analyzing the quantitative impacts of agricultural practices on soil health and fertility.
• Studying the quantitative effectiveness of mangrove restoration in coastal protection in the Philippines.
• Investigating the quantitative evaluation of indigenous agricultural practices for sustainability.
• Analyzing the quantitative patterns of air pollution and its health impacts in urban Filipino areas.

Things That Must Keep In Mind While Writing Quantitative Research Title 

Here are few things that must be keep in mind while writing quantitative research tile:

1. Be Clear and Precise

Make sure your research title is clear and says exactly what your study is about. People should easily understand the topic and goals of your research by reading the title.

2. Use Important Words

Include words that are crucial to your research, like the main subjects, who you’re studying, and how you’re doing your research. This helps others find your work and understand what it’s about.

3. Avoid Confusing Words

Stay away from words that might confuse people. Your title should be easy to grasp, even if someone isn’t an expert in your field.

4. Show Your Research Approach

Tell readers what kind of research you did, like experiments or surveys. This gives them a hint about how you conducted your study.

5. Match Your Title with Your Research Questions

Make sure your title matches the questions you’re trying to answer in your research. It should give a sneak peek into what your study is all about and keep you on the right track as you work on it.

STEM students, addressing what STEM is and why research matters in this field. It offered an extensive list of research topics , including experimental, qualitative, and regional options, catering to various academic levels and interests. Whether you’re a middle school student or pursuing advanced studies, these topics offer a wealth of ideas. The key takeaway is to choose a topic that resonates with your passion and aligns with your goals, ensuring a successful journey in STEM research. Choose the best Experimental Quantitative Research Topics For Stem Students today!

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