Technology-Enhanced STEM Physics Instruction: Self-Efficacy of Adult Learners in Second Chance Schools

This study explores the impact of two teaching methods on the Self-Efficacy in Physics of adult learners in Greek Second Chance Schools (SCSs), an institution designed to promote Lifelong Learning. The participants were divided into two groups. The experimental group was taught selected Physics topics using a STEM-based approach, while the control group received instruction through traditional lectures. Quantitative data were collected using two reliable and validated structured questionnaires to assess the self-efficacy of adult learners prior to and following the instructional intervention. Findings reveal that the STEM-based approach led to a statistically significant improvement in self-efficacy beliefs among adult learners, with no differences observed by gender or age. This study highlights the value of integrating technology-enhanced STEM education into alternative education frameworks and provides a foundation for future investigations in adult education contexts through the application of innovative, learner-focused methodologies.