ABSTRACT This study delved into the challenges encountered by Qatar's middle and high school students in learning STEM‐related subjects, investigating the personal and contextual influences. Utilizing a quantitative survey‐based research design, the data were collected from 1428 middle and high school students. The data were analyzed using SPSS software, employing statistical techniques such as exploratory factor analysis, construct validity assessments, reliability testing, descriptive statistics, and independent sample tests. The descriptive analysis revealed that the key learning challenges faced by students are particularly “family expectations regarding their achievements in STEM‐related subjects” and “teaching methods.” Furthermore, the results of the MANOVA and subsequent ANOVA analyses indicated that middle school students reported significantly higher levels of perceived challenges compared to high school students (Wilks' lambda = 0.878, F (9, 1418) = 4.73, p = 0.000, partial η 2 = 0.122). Notably, significant differences were observed in mathematics and ICT, with middle school students experiencing greater challenges than their high school counterparts. These findings emphasize the necessity for a balanced approach that involves both teachers and parents in targeted interventions. Specifically, emphasis should be placed on improving teaching methods and enhancing parental support, particularly for middle school students, to better support their learning in STEM‐related subjects.
Sellami et al. (Mon,) studied this question.