Exploratory factor analysis of a precollege quantum information science and technology survey: exploring career aspiration formation and student interest

Abstract

The present study examined student outcomes from a quantum information science and technology (QIST) summer outreach program for U.S. secondary students. The program focused on foundational principles and skills from classical physics, quantum physics, and quantum computing. Students’ attitudes towards QIST learning and careers were measured through a pretest/posttest research design. Exploratory factor analysis was utilized to identify latent attitudinal themes, followed by comparisons of means to measure changes in these factors and analysis of covariance to assess whether these changes were related to student demographics and prior academic coursework. Two latent themes were identified: (1) QIST career aspiration formation and self-concept, and (2) QIST interest and behavioral intentions. Results indicated that students improved their QIST career aspiration formation and self-concept with a medium to large effect size, yet their QIST interest and behavioral intentions were unchanged. These results were independent of student demographics (gender, ethnicity, grade level) and prior mathematics and computer science course enrollment; however, students who had previously taken chemistry and physics were more likely to improve QIST career aspiration formation and self-concept. Students also increased their intention to take four years of elective mathematics and science with a small effect size. These results suggest that early exposure to QIST principles, skills, and applications may increase students’ consideration of related careers and academic coursetaking plans; however, their interest in QIST may be independent of career aspiration formation. Further research is needed to measure attitudinal sub-domains that may be influenced by early QIST education and specific programmatic elements.