Effects of Sociodemographics and Test Preparation on STEM Student Performance: A Multi-Group Study
DOI:
https://doi.org/10.63876/jcdt11%202026Keywords:
academic performance, STEM education, sociodemographic factors, test preparation, parental education, gender gap, educational equity, student achievementAbstract
Academic performance in STEM-related subjects is increasingly recognized as a critical indicator of students' future opportunities. This study investigates the influence of sociodemographic factors including gender, race/ethnicity, parental level of education, and fee status as well as test preparation course completion on student achievement in mathematics, science, and technology. A quantitative approach was applied using a dataset of 1,000 secondary school students distributed across five racial/ethnic groups (Group A–E). Descriptive and inferential statistical analyses were conducted to examine score distributions and identify significant patterns across subgroups. Findings indicate that students who completed test preparation courses consistently achieved higher scores across all three subjects compared to those who did not. Parental educational attainment and standard fee status were also positively associated with academic performance. Gender-based disparities were observed, with female students tending to outperform male students in science and technology, while male students showed marginal advantages in mathematics in certain subgroups. Racial/ethnic group differences further revealed achievement gaps that warrant targeted educational interventions. These results underscore the compounding effect of socioeconomic and demographic variables on academic outcomes and highlight the importance of equitable access to preparatory resources in improving student performance.
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