Factors Affecting Level of Readiness of Teachers in Implementing STEM Education
1Lim Wee Pu, 2Chua Lay Kah, 3Kenny Tey Chee Hong
4Loo Yong Quan, 5Fong Chia Wen, & 6Lee Xin Hui
1,2,3,4,5&6SJKC Kuo Kuang 2, Skudai, Johor, Malaysia
1Corresponding author: [email protected]
Abstract
Purpose – This paper aims to determine whether teacher’s gender factor and school type factor influence level of readiness of teachers in implementing STEM education.
Method – An ex post facto research design study was conducted in 99 schools from Johor Bahru district involving 690 primary school teachers (134 males, 556 females). The random sampling method was used to collect data from these teacher participants via an online-based survey instrument that was used to measure the level of readiness of teachers in implementing STEM education. In this study, Statistical Package for the Social Sciences (SPSS) was used for analysis purpose. Mean and standard deviation were used to identify the level of readiness of primary school teachers in the district of Johor Bahru, Johor in implementing STEM education.
An Independent T-Test was performed to compare the level of readiness of teachers in implementing STEM education in male and female teachers. A one-way ANOVA test was conducted to compare effect of category of school type on the level of readiness of teachers in implementing STEM education.
Findings – The result from independent ttest revealed the difference between male teacher (M = 4.06) and female teacher (M = 4.08) was not statistically significant at t (688) = -0.540, p = 0.59, while there was a statistically significant difference between school type groups as determined by one-way ANOVA (F (2, 687) = 22.425, p < 0.001). The results of this study show that female and male teachers have the same level of readiness of teachers in implementing STEM education while different school type may be is one of the factors that influence the level of readiness of teachers in implementing STEM education.
Significance – The difference in school type factor influences the level of readiness of teachers in implementing STEM education may be caused by the different school administrator’s management while female and male teachers may have the same role in implementing STEM education in their own school. There are important to conclude that teachers’ readinesss can affect the effectiveness of STEM implementation. Efforts from the Ministry of Education (MoE) are a vital need to instil and enhance teachers’
positive readiness towards STEM education and to fulfill the national interest in producing a competitive generation.
Keywords: Primary school, Teacher, Level of readiness, STEM education.
Introduction
STEM education is a sector of education that is based on the integration of four main areas, namely Science, Technology, Engineering and Mathematics (Amelia, 2019). In the context of Malaysia, STEM Education is one of the main agendas that is given a great emphasis in Malaysian Education Development Plan (PPPM) that is being implemented from 2013 to 2025. The development of Science, Technology, Engineering and Mathematics is very important and is the impetus for Malaysia to maintain a high rate of economic growth and to enhance industrial development.
Suppiah, Lata and Sandra (2017)’s study had shown that STEM education does not only help students to understand the importance of STEM in life, but has also instilled a positive, responsible, wise and literate view in Science, Technology, Engineering and Mathematics. Mazlini Adnan. et. al. (2016) stated that the formation of one mega discipline through the merging of these four STEM disciplines is more practical and realistic to cultivate students’ interest in Science and Mathematics in schools. This is because STEM learning devices an exploratory learning approach to teaching and learning of any combination of STEM components or between other disciplines (Becker & Park, 2011).
Teachers are the main implementers and play an important role in ensuring the effectiveness of STEM curriculum implementation at the school level. The teacher is an individual who is the main figure in expanding the curriculum because the type of readiness carried by the teacher will help to improve the students’ learning skills (Baharuddin, 2011). There have been several previous studies in and outside the country focusing on the readiness of STEM teachers in schools (Shai’rah 2015; Han,
Yalvac, Capraro & Capraro, 2015). Findings from Muhammad and Ibrahim (2022) show that the level of readiness of STEM teachers implementing STEM education is moderate in Kelantan, Malaysia while the finding from Nur Fatahiyah and Siti Nur Diyana (2020) shows that there is a significant positive relationship between the readiness of secondary school teachers to implement STEM education with the level of knowledge and readiness of teachers on STEM education. Previous researches have shown results regarding to implement STEM education. However, there is no research on the factors that influenced the implementation of STEM education.
In this study, researcher would like to identify whether two factors that are teacher’s gender factor and school type factor will influence level of readiness of teachers in implementing STEM education. Differences in gender factors are still prevalent and require attention from educators and researchers (Gallagher
& Kaufman, 2005). Lindberg, Hyde, Petersen and Linn (2010) found that at the preschool and primary school levels, the difference in math test achievement was not significant between male and female students. Robinson and Lubienski (2011) found that there were differences in the achievement of mathematics tests between male and female students. Although most studies have found that gender and teaching experience do not show significant differences on an implementation, however, previous studies have not examined differences in teacher gender factors in the level of teacher knowledge in the implementation of STEM education in primary schools.
At the same time, previous studies have not examined differences in school flow factors in teachers’ knowledge levels in the implementation of STEM education in primary schools. This has caused research gaps to arise and further indicates the need for research to examine whether the factors of gender differences and school streams also influence the level of knowledge of teachers in implementing STEM education in Malaysia. Past researches in other field of Mathematics have shown difference result in gender factor. In addition, there is a research gap where the gender factor and their school type factor have not been tested in implementing STEM education.
Thus, researcher would like to identify whether teacher’s gender factor and school type factor will influence level of readiness of teachers in implementing STEM education. Meanwhile, the findings of this study offer an in-depth description of the teacher readiness among science and mathematics teachers in primary schools in terms of STEM policy implementation. The current focus of this research in primary schools is important because STEM curriculum has already been rolled out in primary schools since 2016.
The findings of this study can provide input to the school administration in assessing the strengths and weaknesses of teachers in terms of their readiness in conducting STEM education through the data on teachers’ level of readiness.
Therefore, this study was conducted to identify the extent to which teachers are prepared to implement teaching and learning of STEM education. The teachers involved in this study were teachers who taught science and mathematics subjects in primary schools. Teachers’ readiness is seen from the aspect of teachers’ readinesss towards STEM education.
This study will focus on 2 research questions:
1. Is there any significant difference in the readiness of male and female teachers in implementing STEM education?
2. Is there any significant difference in the readiness of teachers from National Schools, Chinese National Type Schools and Tamil National Type Schools in implementing STEM education?
Literature Review
Based on the Ministry of Education Malaysia (2015), STEM education needs to incorporate all areas of STEM knowledge in the teaching and learning process starting from the school level to instil the interest of the current generation in pursuing the field of STEM education. This shows that STEM education is a form of integrated curriculum that integrates core academic subjects (science, technology, engineering and mathematics) based on specific theme units and skills. There is no doubt that science and technology play a major role in sustaining the 21st century lifestyle. It also aims to give students a comprehensive foundation in STEM from an early age. However, Malaysia faces problems regarding the readiness of teachers in adapting the STEM education reform. The Ministry of Education Malaysia (MOE) has paid attention to the issues related to teacher readiness, especially in assessing their competence in STEM Education. More efficient STEM implementation requires teachers to have in-depth knowledge of the Science, Technology, Engineering and Mathematics content they teach (Eckman, Williams & Silver-Thorn, 2016). In addition, teachers should also possess specific knowledge of how to teach STEM content to students (Thibaut, et al., 2018).
As the importance of STEM implementation in the education system is established as a catalyst towards the progress of science and technology development in the future, teachers should equip themselves in various aspects sufficiently to succeed in STEM teaching. This is because teachers are the most important factor
towards achieving the goals of a successful implementation of STEM education in Malaysia. Therefore, all teachers bear the same responsibility to implement STEM education in their teaching. According to Mohd Izham, Mohd Hamzah and Noraini (2007), teacher readiness is one of the most important elements that help students to shape their analytical and exploratory learning process.
The results of a study by Buyruk and Korkmaz (2016) on the level of readiness of trainee teachers for STEM in Turkey found that STEM readiness among 254 students from the education faculty of Amasya University as a whole is at a relatively high level. However, this study found that Science trainee teachers had a higher level of readiness than primary school trainee teachers teaching Mathematics courses. This difference is due to the integration of STEM education which is generally more focused on the field of science. Meanwhile, this study also found that gender factors did not affect the level of readiness of trainee teachers towards STEM. However, previous studies have not examined differences in teacher gender factors in the level of teacher readiness in the implementation of STEM education in primary schools causing research gaps to arise and further indicates the need for research to examine whether the factors of gender differences also influence the level of readiness of teachers in implementing STEM education in Malaysia.
Readiness
The attitude aspect is one of the yardsticks used to collect teachers’ level of readiness on the application of STEM education. According to a study by Maddox, Monique and Robert (2000), attitude and emotional readiness can be seen through several aspects. Among them are the willingness to adapt to task demands, having the freedom and ease to perform a task. According to Katz (1960), readiness is something that influences a human being in assigning value to something or vice versa, and it results from one’s feelings, beliefs or thoughts. A positive readiness in a teacher will produce the expected willingness to implement a change (Adibah & Malathy, 2010). The readiness of these teachers can have a great influence on the success of the teaching and learning process (Mohamed, Jasmi & Zailaini, 2016). Thus, in the context of this study, teachers’ readinesss towards STEM education are seen based on teachers’ perceptions of STEM education, teachers’ confidence in STEM education and teachers’ initiatives involving the teaching and learning of STEM education.
In the Theory of Educational Change by Fullan (2001) emphasizes the willingness of teachers to accept and implement change. A change is considered a process that takes place over a period of time to change an individual or a situation. There are three general phases in the division of the change process according to the Theory of
Educational Change by Fullan (2001), namely the initial phase, the implementation phase and the institutionalization phase. The initial phase includes the research process that leads to a person making a decision to accept related innovations. This phase can determine whether a person can accept change with a positive or negative attitude. The implementation phase or also called the initial use phase (usually in the first two or three years of use) involves the initial experience in the process of putting the change into practice. Finally, the institutionalization phase refers to the state of whether the change is made as part of the ongoing system or vice versa. As early as the initial phase, the involvement of teachers in the process of educational change is important along with aspects of their needs being met and the current conditions being suitable to implement a change. The positive attitude of teachers who are ready to accept the change makes the change in the education system a success.
In addition, according to Stohlmann et al. (2012), teacher readiness factors from the affective aspect also affect the implementation of STEM integration education. This opinion is supported by Abdul Halim et al. (2017). According to Kubat (2018), affective factors such as the joy of teachers conducting teaching and learning can increase the level of STEM teaching and learning implementation. In addition, aspects of teacher motivation also have a positive relationship with the implementation of curriculum innovations such as STEM education (Gorozidis &
Papaioannou, 2013). This opinion is also supported by Abdul Halim et al. (2017) who stated that a high level of teacher readiness motivates teachers to implement STEM education.
Wahono and Chang (2019) study on readinesss showed that knowledge and applications of 137 Science teachers in Indonesia towards STEM education showed that there were significant differences between knowledge and applications based on their educational background and teaching experience. Sixty-five percent of respondents are unaware of terminologies in STEM. However, the aspect of STEM application in teaching by the respondents has given a relatively high percentage value of around 50 percent. This explains that forms of teaching based on science, engineering and technology disciplines have long been practiced even though respondents do not have formal knowledge of STEM. The results of this study also found no significant differences in teachers’ readinesss towards STEM. Over 75%
of respondents have shown an excellent readiness towards STEM.
Apart from abroad, studies on the readiness of teachers for the implementation of STEM education are also widely conducted in the country. Among them are Nur Fatahiyah and Diyana (2020) who conducted a study on 58 primary school teachers of Science and Mathematics in Petaling Utama, Selangor found that there is a significant
relationship between readiness with the level of knowledge and readinesss of teachers towards STEM education. Meanwhile, there was no significant relationship between readiness and teachers’ teaching experience. Thus, this study has emphasized the aspects of knowledge and readinesss of teachers towards increasing the level of readiness to implement STEM education in teaching and learning.
Nurulhuda (2013) in her study of 234 respondents who are teachers in 15 pilot vocational colleges and teach Vocational Modules found that there is no significant difference between teaching experience and knowledge aspects in implementing competency-based learning. Meanwhile, there is a significant difference between teaching experience in terms of skills and readinesss towards the implementation of competency-based learning. The findings of this study are similar to the findings of Shai’rah (2015) who found that teaching experience does not provide significant differences on aspects of teachers’ readinesss in implementing teaching and learning STEM education but there are significant differences in aspects of knowledge and skills based on teaching experience.
Previous studies have not examined differences in teacher gender factors in the level of teacher readiness in the implementation of STEM education in primary schools. At the same time, previous studies have not examined differences in school type factors in teachers’readiness levels in the implementation of STEM education in primary schools. This has caused research gaps to arise and further indicates the need for research to examine whether the factors of gender differences and school types also influence the level of readiness of teachers in implementing STEM education in Malaysia. In conclusion, this study would like to examine the readiness of primary school teachers in the district of Johor Bahru from the aspect of teacher readiness during their implementation of STEM in their teaching and learning.
Methodology Participants
The population of this study consist of Science and Mathematics teachers from 99 primary schools within the Johor Bahru district in Johor. The sampling method used for data collection is random sampling. Sample size was determined using G*Power version 3.1 software. This software can determine the sample size by considering the effect size, sampling error and the significance level of the study. This study has involved a large sample of 690 samples consist of 134 male teachers and 556 female teachers.
Instrument
An instrument called Teacher Readiness Level in STEM Education Questionnaire (refer to Appendix A) was used to measure the aspect of readiness during STEM education implementation. This instrument was used to identify the level of readiness of teachers in implementing teaching and learning STEM education. The items of this questionnaire were adopted from the Development Study instrument Science, Technology, Education Framework Engineering, Mathematics (STEM) by the Ministry Higher Education (MOHE) and has been renovated according to study from Hata and Mahmud (2020). Bryant’s model (1974) states three main determining factors effectiveness in educational practice.
Among the three main factors are the input factor, work movement in teaching and readiness. In this study, the teacher’s readiness towards education linked with the readiness factor in the model. In this study, teachers’ readinesss towards education are measured based on three aspects, namely teachers’ perceptions of STEM education (4 items), teachers’ confidence in STEM education (3 items) and initiatives taken by teachers in relation to the implementation of STEM education (3 items). This questionnaire uses a five-point Likert scale namely Strongly Disagree (SD), Disagree (D), Not Sure (NS), Agree (A) and Strongly Agree (SA). Scale five represents strongly agree while scale one represents strongly disagree. The value of Cronbach’s Alpha coefficient for the reliability of this questionnaire is 0.943 which indicates that the items in the questionnaire have good internal stability and consistency.
Data Collection
Quantitative data was collected through Teacher Readiness Level in STEM Education Questionnaire online-based survey. The researcher has received permission from the Johor Bahru District Education Office to conduct this study. A Google Form was used to include all the 10 items to measure the level of teacher readiness in implementing STEM education. This Google Form has been uploaded to the official website of the Johor Bahru District Education Office for the actions of primary school math and science teachers. The duration for the sample participants to answer the questionnaire was two weeks starting from 22 March 2021 to 5 April 2021.
Data Analysis
In this study, all the data was imported into Statistical Package for the Social Sciences (SPSS) for analysis purpose. Mean and standard deviation were used to identify the level of readiness of primary school teachers in the district of Johor Bahru, Johor in implementing STEM education. Table 1 below shows the range for minimum score
Table 1
The Range for Minimum Score Interpretation Minimum Score Interpretation
1.00 to 2.33 Low
2.34 to 3.66 Moderate
3.67 to 5.00 High
Source: Jamil (2002)
Next, parametric tests were conducted for both research questions after all assumptions were met where the first research question used Independent T-Test to identify whether there was a significance difference in the level of readiness of teachers in implementing STEM education with teachers’ gender while the second research question used one-way ANOVA test to identify whether there is a significant difference in the level of readiness of teachers in implementing STEM education with the category of school type the teachers are working in.
Findings and Discussion
Descriptive analysis was again used to look at the level of teachers’ readinesss towards STEM education. From Table 2 below, it is found that the perception, confidence and initiatives of teachers that represent the construct of teachers’
readinesss towards STEM education are at a high level with mean values of 4.16, 4.10 and 3.94, respectively. Overall, teachers’ readinesss towards STEM education are at a high level with a mean value of 4.08. Based on the interpretation of the mean score from Table 1, this value is still at a high level. This shows the initiative of Science and Mathematics teachers from primary schools within the Johor Bahru district in Johor to implement STEM education is very high.
Table 2
The Level of Teachers’ Readinesss Towards STEM Education
Construct M SD
Perceptions 4.16 0.499
Confidence 4.10 0.538
Initiatives of teachers 3.94 0.529
Overall 4.08 0.463
Findings of Teachers’ Gender Factor Analysis on Teachers’ Readinesss Towards STEM Education
An independent t-test was conducted to determine whether there was a significant difference between the two groups namely male and female teachers in the mean of Teacher Readiness Level in STEM Education Questionnaire.
Table 3
Independent T- test Result
M 95% CI
t df p
LL UL
4.08 -0.11 0.63 -0.540 688 0.590
The results of the independent t-test showed that the difference between the mean of Teacher Readiness Level in STEM Education Questionnaire of male teachers (M = 4.06, SD = 0.461, 95% CI [3.98, 4.13]) with the mean of Teacher Readiness Level in STEM Education Questionnaire of female teachers (M = 4.08, SD = 0.464, 95% CI [4.04, 4.12]) was not significant at M = 4.08, 95% CI [-0.11, 0.63], t (688) = -0.540, p = 0.59. With this, the null hypothesis stating the mean of Teacher Readiness Level in STEM Education Questionnaire for male teachers is not significantly different from the mean of Teacher Readiness Level in STEM Education Questionnaire for female teachers and is accepted at the significance level 0.05. Thus, the data could not provide sufficient evidence to prove that the mean of Teacher Readiness Level in STEM Education Questionnaire for male teachers differ significantly from the mean of Teacher Readiness Level in STEM Education Questionnaire for female teachers.
The findings of this study are consistent with the study of Buyruk and Korkmaz (2016) who reported that gender factors did not affect the level of readiness of a trainee teacher towards STEM. The findings of this study are also consistent with the study of Delaney and Devereux (2019) who found that there is no gender gap in science (the large gaps are in engineering and technology). However, the findings of this study are different from the previous study of Sagala, Umam, Thahir, Saregar and Wardani (2019) who reported that there are differences in the results of understanding the concept between male and female where male are higher than female. In conclusion, the findings of this study which report that there is no significant different of teachers’ gender on the teachers’ readinesss towards STEM education have expanded existing knowledge in a new field of STEM education.
Findings of School Type Factor Analysis on Teachers’ Readinesss Towards STEM Education
One-way ANOVA tests were conducted to determine whether there were significant differences between the three groups namely National School, Chinese National Type School and Tamil National Type School in the mean of Teacher Readiness Level in STEM Education Questionnaire.
Table 4
One Way ANOVA Result
Source SS df MS F p
Between 9.055 2 4.528 22.425 0.000
Within 138.706 687 0.202
Total 147.761 689
One-way ANOVA test results shows differences between mean of Teacher Readiness Level in STEM Education Questionnaire for National School (M = 4.14, SD = 0.44, 95% CI [4.09, 4.19]), Chinese National Type School (M = 3.95, SD = 0.44, 95% CI [3.90, 4.00]) and Tamil National Type School (M = 4.28, SD = 0.50, 95% CI [4.17, 4.39]) were significant at F (2, 687) = 22.425, p <0.001. With this, the null hypothesis stating that there is no significant difference between the National School, Chinese National Type School and Tamil National Type School in terms of mean of Teacher Readiness Level in STEM Education Questionnaire is rejected at the significance level 0.05. Thus, the data provide adequate evidence to conclude that the mean of Teacher Readiness Level in STEM Education Questionnaire of the three groups namely National School, Chinese National Type School and Tamil National Type School are significantly different. This shows that the National School, Chinese National Type School and Tamil National Type School teachers have different level of readiness in implementation of STEM education.
Table 5 Tukey HSD test
(I) School Type (J) School Type MD p 95% CI
LL LL
National School Chinese National
Type School 0.19 0.00 0.10 0.27
Tamil National
Type School -0.14 0.03 -0.27 -0.01
Chinese National
Type School National School -0.19 0.00 -0.27 -0.10
Tamil National
Type School -0.33 0.00 -0.46 -0.19
Tamil National
Type School National School 0.14 0.03 0.01 0.27
Chinese National
Type School 0.33 0.00 0.19 0.46
Based on Table 5, the post hoc comparison using the Tukey HSD test shows that the mean score difference for the mean of Teacher Readiness Level in STEM Education Questionnaire of National School (M = 4.14, SD = 0.44, 95% CI [4.09, 4.19]) with mean of Teacher Readiness Level in STEM Education Questionnaire of Chinese National Type School (M = 3.95, SD = 0.44, 95% CI [3.90, 4.00]) was significant at MD = .19, 95% CI [0.10, 0.27], p < 0.001. In addition, the mean difference in Teacher Readiness Level in STEM Education Questionnaire with National School (M = 4.14, SD = 0.44, 95% CI [4.09, 4.19]) with mean of Teacher Readiness Level in STEM Education Questionnaire of Tamil National Type School (M = 4.28, SD = 0.50, 95% CI [4.17, 4.39]) was significant at MD = 0.14, 95% CI [0.01, 0.27], p = 0.03. Not only that, the mean score differs for the mean of Teacher Readiness Level in STEM Education Questionnaire of Chinese National Type School (M = 3.95, SD = 0.44, 95% CI [3.90, 4.00]) with the mean of Teacher Readiness Level in STEM Education Questionnaire of Tamil National Type School (M = 4.28, SD = 0.50, 95% CI [4.17, 4.39]) was significant at MD = 0.33, 95% CI [0.19, 0.46], p < 0.001.
The findings of this study are in line with the study of Nurulhuda (2013) who found that there is a significant difference between the types of school teachers are teaching with aspects of skills and readinesss towards the implementation of
competency-based learning. The findings of this study are also in line with the findings of Wahono and Chang (2019) study on readinesss, knowledge and applications of 137 Science teachers in Indonesia towards STEM education which also showed that there were significant differences between knowledge and applications based on educational background and teaching experience. In conclusion, the findings of this study which report that there is no significant different of teachers’ gender on the teachers’ readinesss towards STEM education have expanded existing knowledge in a new field of STEM education. In conclusion, the teachers’ readinesss towards STEM education are influenced by schools’ type factor.
Conclusion
In conclusion, teachers’ readinesss towards implementation of STEM education in Johor Bahru is at a high level. This shows the initiative of Science and Mathematics’
teachers from primary schools within the Johor Bahru district in Johor to implement STEM education is very high. According to Fullan’s Theory of Educational Change (2001), the implementation of educational change requires a positive readiness cultivation from the teachers towards change in the initial phase. Teachers ‘readinesss are one of the factors that influence teachers’ willingness to accept and implement new changes. This indicates that when appropriate conditions exist and all aspects of their needs are met, teachers will consider accepting such changes and strive to implement the new education policies such as in STEM education as best as possible.
In addition, the study also found that the level of readiness of teachers in implementing STEM education may not be influenced by gender factors. However, the level of readiness of teachers in implementing STEM education is influenced by school type factors. This may be due to the fact that each type of mainstream school has different ICT facilities where Chinese National Type Schools have much more advanced ICT facilities. This will make it easier for teachers in Chinese National Type Schools to be more prepared to implement STEM Education in the classroom.
Indirectly, the level of readiness of teachers in Chinese National Type Schools is higher and ready to implement STEM education. The readiness of teachers to implement STEM education is seen as a very important element in the development of the education field. The findings of this study have important implications for certain parties to jointly work on improvements to improve teachers’ readiness to implement the teaching and learning of STEM education. In addition, the Ministry of Education Malaysia (MOE) also needs to place expert teachers in the field of STEM in schools to guide inexperienced teachers to implement STEM education. The presence of these expert teachers can help teachers to provide accurate information
about STEM activities which in turn can make it easier for students to understand.
Courses or training should be provided continuously to science and mathematics teachers to ensure they are constantly updating new knowledge and cultivating positive readinesss towards STEM education.
It is suggested that further studies could involve teachers in primary, secondary and matriculation schools. Further studies can also involve teachers in several other states especially in rural areas to get a more comprehensive picture. This study only examines teacher readiness from the aspect of teacher readinesss. Therefore, future studies are expected to be conducted from broader aspects such as readiness, teaching experience and knowledge of STEM education. For in-depth study, the next research may consider finding out the problems or reasons that lead to the difference in readiness.
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Author:
Lim Wee Pu
SJKC Kuo Kuang 2, Skudai, Johor, Malaysia Email: [email protected]
Chua Lay Kah
SJKC Kuo Kuang 2, Skudai, Johor, Malaysia Email: [email protected]
Kenny Tey Chee Hong
SJKC Kuo Kuang 2, Skudai, Johor, Malaysia Email: [email protected]
Loo Yong Quan
SJKC Kuo Kuang 2, Skudai, Johor, Malaysia Email: [email protected]
Fong Chia Wen
SJKC Kuo Kuang 2, Skudai, Johor, Malaysia Email: [email protected]
Lee Xin Hui
SJKC Kuo Kuang 2, Skudai, Johor, Malaysia
Appendix A
Teacher Readiness Level in STEM Education Questionnaire
No Item Scales
1 2 3 4 5
Perceptions
1 STEM education meets the educational needs of the 21st century.
2 STEM education improves student achievement in science, technology, engineering and mathematics subjects.
3 STEM education actively involves students in the learning process.
4 STEM education makes student learning more relevant and relevant.
Confidence
5 STEM education is very effective in training students to think outside the box.
6 STEM education is believed to be capable of attracting students to take up STEM-related career fields.
7 STEM education can improve the quality of students’ learning experiences.
Initiatives of teachers
8 I always innovate in the process of teaching science and mathematics according to the suitability of the topics taught.
9 I always talk to other teachers to overcome weaknesses in the STEM teaching process.
10 I am willing to work with other mathematics and science teachers for the successful implementation of STEM education.
Key:1 ~ Strongly Disagree (SD) 2 ~ Disagree (D)
3 ~ Not Sure (NS) 4 ~ Agree (A)
5 ~ Strongly Agree (SA)
