Intimacy of STEM Education among the Secondary School Teachers and Administrators of Public Sector Schools of District Quetta, Balochistan : An ambition in shaping the STEM Image in District Quetta

Fayzan Malik; Dr. Zahida Abdullah

doi:10.5281/zenodo.17777388

Authors

Fayzan Malik M.Phil Education Research Scholar, Institute of Education and Research, University of Balochistan, Quetta.
Dr. Zahida Abdullah Lecturer, Institute of Education and Research, University of Balochistan, Quetta.

DOI:

https://doi.org/10.5281/zenodo.17777388

Keywords:

STEM Education, Public Sector Schools, Intimacy, Secondary School Teachers, Administrators.

Abstract

Over the past decade, there has been an intensified emphasis on STEM education to correspond with the goals of 21st-century education. This study was conducted to gauge the intimacy and existing status of STEM education among the public sector secondary school teachers and institutions of district Quetta. It also highlights the teaching strategies employed by these teachers and their cohesiveness with the strategies of STEM education for the feasible implementation of STEM, and it also helps in the development of intimacy among these teachers. In order to achieve the objectives, quantitative methodology was used. In Quetta there has 134 public secondary schools (81 for girls and 53 for boys) with a total teaching deployed staff of 737 (405 male and 332 female). By using stratified random sampling, 70 girls’ schools and 48 boys’ schools were selected. By considering Krejcie and Morgan Table, a sample of 248 was determined and uniformly distributed between male and female teachers. Data were collected through a self-developed questionnaire, and analyzed by using descriptive statistics (mean, standard deviation, frequencies and percentages). The results revealed that the intimacy of STEM education was generally low, and the existing status of STEM education was also not satisfactory. Furthermore, the teaching strategies employed by the teachers are not in line with the principles of STEM education. The study determines that the training programmes related to STEM should be incorporated in the teachers’ trainings. Moreover, adequate laboratory facilities and availability of digital tools should be ensured for the successful transition from traditional methods of teaching to the market-advocated approaches.

Downloads

Download data is not yet available.

References

Abbas, Z. (2019). The effect of performance based grant on research and development at Pakistani Public Universities (Doctoral dissertation, Universiti Tun Hussein Onn Malaysia).

Ah-Namand, L., & Osman, K. (2018). Integrated STEM education: Promoting STEM literacy and 21st century learning. In Shelley, M., and Kiray, S.A. Research highlights in STEM education, 66- 80. Iowa State University, USA: ISRES Publishing.

Ashraf, M. A., & Hafiza, I. I. (2016). Education and development of Pakistan: A study of current situation of education and literacy in Pakistan. US-China Education Review B, 6(11), 647–654.

Aslam, S., Saleem, A., Kennedy, T. J., Kumar, T., Parveen, K., Akram, H., & Zhang, B. (2022). Identifying the research and trends in STEM education in Pakistan: A systematic literature review. Sage Open, 12(3), 1-16. http://hdl.handle.net/10950/4453

Boss, S., & Krauss, J. (2022). Reinventing project-based learning: Your field guide to real-world projects in the digital age. USA: International Society for Technology in Education.

Chiu, T. K., Chai, C. S., Williams, P. J., & Lin, T. J. (2021). Teacher professional development on self-determination theory–based design thinking in STEM education. Educational technology & society, 24(4), 153-165.

Coté, L. E. (2024). Characterization of teaching, mentoring, and career exploration during STEM undergraduate research experiences at universities and national laboratories across three studies. University of California, Berkeley.

Hali, A. U., Aslam, S., Zhang, B., & Saleem, A. (2021). An overview on STEM education in Pakistan: Situation and challenges. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 12(1), 1-9.

Hira, R. (2022). Is There Really a STEM Workforce Shortage?. Issues in Science and Technology, 38(4), 31-35.

Iliyasu, R., & Etikan, I. (2021). Comparison of quota sampling and stratified random sampling. Biom. Biostat. Int. J. Rev, 10(1), 24-27.

Imaad, S. M., Wajid, B., Chaudhary, I. U., & Sarwar, A. (2016, March). stem5: An initiative shaping the STEM narrative in Pakistan. In 2016 IEEE Integrated STEM Education Conference (ISEC) (pp. 156-161). IEEE.

Jayarajah, K., Saat, R. M., & Rauf, R. A. A. (2014). A review of science, technology, engineering & mathematics (STEM) education research from 1999–2013: A Malaysian perspective. Eurasia Journal of Mathematics, Science and Technology Education, 10(3), 155-163.

Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International journal of STEM education, 7(14), 1-13.

Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. Science education in theory and practice: An introductory guide to learning theory, 479-496. Springer Nature. http://doi.org/10.1007/978 3-030-43620

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.

Lee, M. H., Chai, C. S., & Hong, H. Y. (2019). STEM education in Asia Pacific: Challenges and development. The Asia-Pacific Education Researcher, 28, 1-4. https://doi.org/10.1007/ s40299-018-0424-z

Leung, A. (2020). Boundary-crossing pedagogy in STEM education. International Journal of STEM Education, 7(1), 1-11.

Liu, H., Sheng, J., & Zhao, L. (2022). Innovation of Teaching Tools during Robot Programming Learning to Promote Middle School Students’ Critical Thinking. Sustainability, 14(11), 6625. https://doi.org/10.3390/su14116625

Moore, M. E., Vega, D. M., Wiens, K. M., & Caporale, N. (2020). Connecting theory to practice: using self-determination theory to better understand inclusion in STEM. Journal of microbiology & biology education, 21(1), 1-7.

Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1), 1-15.

Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3(1), 1-18. https://doi.org/10.1186/s43031 021-00041

Scott-Parker, B., & Barone-Nugent, E. (2019). Enlightening STEM Engagement During High School–Make It Real Banana Peel. Journal of STEM Education: Innovations and Research, 20(1), 5-10.

Thibaut, L. (2018). Implementing integrated STEM: teachers' attitudes, instructional practices and students' learning outcomes. (PhD thesis). https://ieeexplore.ieee.org/abstract/document/10402212

Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM?. International Journal of Science Education, 40(11), 1263-1283.

Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 1-18.https://doi.org/10.1186/s40594-020-00236-1

Wang, L. H., Chen, B., Hwang, G. J., Guan, J. Q., & Wang, Y. Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: A meta-analysis. International Journal of STEM Education, 9(1), 1-13. doi:10.1186/s40594 022-00344

Wannapiroon, N., & Pimdee, P. (2022). Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment. Education and Information Technologies, 27(4), 5689-5716.

Wannapiroon, P., Nilsook, P., Techakosit, S., & Kamkhuntod, S. (2021). STEM Literacy of Students in Vocational Education. International Journal of Technology in Education and Science, 5(4), 527-549.

Yaki, A. A. (2022). Fostering Critical Thinking Skills Using Integrated STEM Approach among Secondary School Biology Students. European Journal of STEM Education, 7(1), 1-10.

Yıldız-Feyzioğlu, E., & Demirci, N. (2021). The effects of ınquiry-based learning on students’ learner autonomy and conceptions of learning. Journal of Turkish Science Education, 18(3), 401-420.