2026 ASEE Annual Conference & Exposition

Engineering is a highly interdisciplinary endeavor, drawing heavily on math and science in its applied and systematic approach to solving problems. As engineering content and skills are increasingly integrated into K-12 spaces, the necessity of utilizing math and science in the practice of engineering both presents an opportunity and highlights gaps in learning and motivation. Hands-on, engaging engineering problems that demand the use of foundational math and science for their solutions can serve as a more motivating context than stand-alone worksheets or word problems, offering students an inviting, relevant, and even enjoyable setting in which to further hone these basic skills. However, courses such as engineering are typically taught as electives or “connections” courses, and as such can be taken less seriously by students as compared to core courses; students often balk at the idea of being expected to do “real work” in these courses, especially work that they perceive as being outside the scope of the elective course. Moreover, students’ misconceptions or gaps in knowledge in critical math or science skills can present roadblocks to their progression through engineering problems that require these skills. Given these potentially conflicting roles of math and science application in the K-12 engineering space, math-science integration within the context of an engineering curriculum implementation presents a fruitful area for investigation.

In this paper, we present results from a mixed-methods study examining student and teacher experiences and outcomes within a middle school engineering curriculum. Specifically, we focus on how teachers from various subject matter backgrounds a) approached science and math integration as they implemented the engineering curriculum and b) experienced their students’ skills within and motivation around these topics as they progressed through the curriculum. From the student perspective, we examine students’ levels of math and science anxiety, science interest, and self-efficacy for math and science prior to and after their experience with the course. Results suggest that teachers are highly motivated to provide supplemental math and science instruction as they implement the engineering curriculum, particularly when they observe students struggling with skills that are critical to successful enactment of curriculum activities, (e.g., measurement). Teachers also see the value of engineering problems as a motivator for students who might otherwise have little interest in practicing their math and science skills. Our previous study of this curriculum found that students’ math and science anxiety slightly decreased, while participation in the course was associated with greater cognitive and behavioral engagement in STEM and a significant increase in science interest. These results suggest that sustained exposure to engineering instruction can strengthen both students’ academic performance and their motivation toward STEM learning. Building on these findings, the present study further examines changes in math and science anxiety, science interest, and self-efficacy before and after students’ experience with the course.