TEACHING AND LEARNING

MODELS IN MATHEMATICS
Teacher’s Perception In STEM Education
Prepared by:
Kamarul Ariffin bin khamis MPP 181122
Puvanah Ganesan MPP 171176
Usha Devi A/P Linggapan MPP 171035
 INTRODUCTION
• STEM education or known as Science, Technology, Engineering and Mathematics education
• Informal STEM education is teaching conducted outside the classroom environment such
canteen, school field, students hall and etc.
• Informal STEM education takes place in many contexts, from universities, learned societies and
science museums, to after school and local nature clubs, as well as in the home.
• In Malaysia, informal STEM learning has been conducted successfully through co academic and
co-curricular activities.
• Ministry of Education Malaysia (MOE) has taken the initiative to improve a resource of
expertise and expertise in research and industry through strengthening STEM education.
• The curriculum of all STEM subjects emphasizes the concept of educating students by
integrating and applying science, technology, engineering and mathematics in the context of the real
world.
 BACKGROUND OF PROBLEM
• Informal STEM learning should be introduced in teaching and learning because :-
• chances for students to involve in science-related experiences.
• Informal STEM learning experiences expose the opportunities (Bell et al. 2009; Meyers et al.
2013, Popovic and Lederman 2015) that build students’ awareness of and interest in the STEM
fields.
• Students who struggle in the formal and more traditional STEM courses will be more
interested and motivated in STEM when it is presented in a more engaging, hands-on way.
• IT built to promote learning through real-world modelling and examples (Martin 2004;
Meredith 2010; Popovic and Lederman 2015).
• students will be able to understand concepts and recall information through informal STEM
learning environments (Allsopp et al. 2007; Popo- vic and Lederman 2015).
 BACKGROUND OF PROBLEM
• What are the issues with informal STEM learning?
• Malaysia has been facing iN meeting the human capital demand that will be necessary in 2020.
The number of students who have chosen STEM fields has continued to decline in recent years
(Halim &Subahan, 2016).
• the decline in science and mathematics achievement of Malaysian secondary students in
international assessment studies:-
• Malaysia’s performance in Trends in International Mathematics and Science Study (TIMSS)
between 1999 and 2011 indicates that student performance has fallen.
• International Student Assessment (PISA) also showed that Malaysia ranked in the bottom
third of 74 participating countries,
• The third challenge is the quality of STEM education.
• teaching and learning approaches are teacher-centred and students lack sufficient
opportunities to be critical, creative and innovative (MOE 2013).
• Some teachers also lack the requisite knowledge in Science and Mathematics subjects.
• students are not doing science experiments because the science practical examinations (in
upper secondary level) have been replaced by school based assessment
 RESEARCH OBJECTIVES
• RESEARCH OBJECTIVES
• This research is aimed to identify teacher’s perspective on informal STEM education in
southern region. Thus the objectives of this study are:
• To identify teacher’s perceptions on STEM education in southern region schools in Malaysia
• To identify teaching experience, level of teaching and subject taught influence teacher’s
perception on STEM.
• Research Questions
1) What are the beliefs or perceptions of teachers on STEM education?
2) Are these factors such as teaching experience, level of teaching, and subject
taught affect teacher’s perceptions on STEM?
 LITERATURE REVIEW
• 2.1 STEM Education
• STEM is an abbreviation of acronyms of science, technology, engineering and mathematics
(Gonzalez &Kuzenzi, 2012).
• In other words, STEM is an educational approach which integrates of four subjects: Sciences,
Technology, Engineering and Mathematics
• In order to address the need for more science, technology, engineering, and mathematics
(STEM) literate workers, both elementary and secondary classrooms are integrating STEM
curriculum and pedagogy into their school day.
• STEM education can attract students through challenging, fun and meaningful activities. It also
can develop student’s skills including problem solving, creativity, critical analysis, teamwork,
independent thinking, initiative, communication and digital literacy.
 LITERATURE REVIEW
• 2.2 Development of STEM education
• STEM education in Malaysia began in 1960 with 60:40 Science:
• In 1981, National Science and Technology Policy (NSTP1) was introduced to support
Malaysia’s aspiration to become a developed nation. The policy encouraged the usage of
Sciences and Technology as a tool for economic development of country that enhance the
facilities and quality of life for citizens.
• Then, the NSTP1 was revised in 2003 in line with the needs of the country to achieve vision
2020 and known as NSTP2.
• In 2013, Malaysia Education Blue Print (MEBP) 2013-2025 was introduced to emphasize
STEM as an important agenda in transformation of education to provide the younger
generation with the 21st century challenges. STEM Education in MEBP are implemented in 3
phases;
 LITERATURE REVIEW
• 2.3 Stem Integration
• Last few decades, science and mathematics were taught as isolated disciplines (Breiner et al. 2012;
Sanders 2009; Wang et al. 2011), and a little integration of technology and engineering (Bybee 2010;
Hoachlander and Yanofsky 2011), in STEM education.
• Bybee (2013) recommended that there are many different perceptions on STEM integration, for
example, the view that STEM equal a quartet of separate disciplines and the view that STEM is a
reference for science and mathematics (Figure 1).

STEM equals a quartet of separate disciplines

(a) and STEM as a reference for science and
mathematics (b)

• Morrison (2006) provided the criteria for what an effective STEM that students should be able to
perform as
1) problem- solvers 4) logical thinkers
2) innovators 5) self-reliance
3) inventors 6) technological literacy
 LITERATURE REVIEW
• 2.4 Teacher's perception on STEM
• Many studies on learning context and teachers’ perceptions of teaching (e.g., teachers’
awareness, prior experiences, understanding, concern, and interest) established a series of
systematic associations linking teachers’ approaches with students’ perceptions, learning
approaches, and outcomes (Biggs, 1999; Marton& Booth, 1997; Prosser &Trigwell, 1999).
• In other words, the teachers’ perceptions will give impact to teachers’ behaviour and these also
can affect the students themselves.
• Teachers with negative attitudes a part of perception-toward STEM tend to avoid teaching
STEM (Appleton 2003). These negative attitudes will be transferred to their students; poor
attitudes toward STEM may be initiated and enhanced by teachers.
 METHODOLOGY
Research Design
• Design of a research is specific techniques and methods to obtain the information needed to solve the
problem.
• The design of this study is quantitative method, questionnaires as a tool to collect data.
Research Sample
• In this study, researchers have chosen to conduct this study in SMK Tasek Utara in conjunction with
International STEM Camporee.
• The samples consist of Math and Science teachers who attended the camporee. Sample size for this study was
35 teachers.
Research Instrument (adopt and adapt from teacher’s perception survey (Hogarty, Lang & Kromrey,
2003)
• Questionnaires–consists of three sections.
• Section 1 is the demography, to know teaching experience, subject being taught and the level of
students.
• Section 2 consists of STEM education in classroom as well as school.
• Section 3 the most important and emphasized for data analysis. It is about the teacher’s perspectives
towards STEM education. The questionnaire was build using Likert scales; SA- Strongly Agree, A-
Agree, U-Uncertain, D-Disagree and SD-Strongly Disagree
 METHODOLOGY
Data Analysis
• Quantitative Data Analysis is a systematic approach to investigations during which numerical data is
collected and/or the researcher transforms what is collected or observed into numerical data.
• It often describes a situation or event; answering the 'what' and 'how many' questions you may have about
something (Bogdan&Biklen, 1982).
• Data analysis is a systematic process in managing and displaying the results of the findings in a way that is
easy to understand.
• It involves the process of managing data and ably synthesized the data, reviewing and interprets the
results of findings.
• In this research, Statistical Package for the Social Sciences (SPSS) was used to help organize data easily
and systematically.
Conclusion
• All these methods are performed sequentially to facilitate researchers to achieve the
objectives of this study.
 FINDINGS
Introduction
• During an International Stem Camporee in SMK Tasek Utara, a research on teacher’s perspective towards
STEM education among the teachers participated in the STEM Camporee has been conducted.
• In order to collect information, questionnaires were built and distributed to 35 secondary school teachers.
• The questionnaire had 3 sections but the one emphasized for this analysis is Section 3, teacher’s thought
about STEM education in their teaching and learning.
Research question to be addressed
• What are the beliefs or perceptions of teachers on STEM education?
• Are these factors such as teaching experience, level of teaching, and subject taught affect teacher’s perceptions
on STEM?
• Instruments, Research Design, Methodology
• Data were collected by using questionnaires.
• This is an exploratory research.
• The findings of this study will be the indicators to the efficiency of the programmes that have been
implemented.
• This is also a quantitative research.
 FINDINGS
Section 3: Experiences of Teaching and Learning
What is your thought about STEM education?
After you read statements (1-7), decide whether you strongly agree, agree, uncertain, disagree or strongly
disagree with it. SA
Strongly
A
Agree
U
Uncertain
D
Disagree
SD
Strongly
Agree Disagree

Statement

No. Item SA A U D SD

1 STEM education has a relation with what we experience in the real world.

2 STEM has positive impact on critical thinking.

3 STEM has a positive impact on decision-making skills.

4 STEM improves problem-solving skills.

5 STEM education is product-focused education.

6 Teaching STEM disciplines simultaneously at the same session enhances

better STEM learning than teaching separated disciplines classes.

7 STEM education is a connection between subjects within an authentic

context to enhance students learning.
 FINDINGS
Data in SPSS format
Variable View

Data in SPSS format

GENDER
Cumulative
Frequency Percent Valid Percent Percent
Valid MALE 20 57.1 57.1 57.1
FEMALE 15 42.9 42.9 100.0
Total 35 100.0 100.0
 FINDINGS
Relevant analyses
• Data received from the questionnaire were analysed in order to answer the research question above.
• Seven items related to skills (Item 1 – Item 7) were investigated.
• Each response from the respondents was keyed-in into SPSS.
• The Sum Score for each respondent was computed. Following is the calculation for categorization:

Sum score of teacher’s perspective were divided into three levels namely, HIGH, MEDIUM and LOW.
Recoding sum score of teacher’s perspective into three levels as follows:

Sum Score Level of teacher’s

perspective towards STEM
education
38 – 50 High
24 – 37 Medium
10 – 23 Low
 FINDINGS
SPSS output
SUM_GROUPED
Cumulative
Frequency Percent Valid Percent Percent
Valid 10-23 7 20.0 20.0 20.0
24-37 23 65.7 65.7 85.7
38-50 5 14.3 14.3 100.0
Total 35 100.0 100.0
Results

• The analysis shows that the teacher’s perspectives towards STEM education in this research were
from three categories, high, medium and low.

• Nevertheless, majority of teachers agree (medium - 65.7%) with STEM education in teaching and
learning. Small size of teachers (5, 14.3%) was still disagreeing with STEM education. 7 out of 35
selected teachers were strongly agree.

• By answering the research questions, researchers could able to identify the level of teacher’s
perspective towards STEM education and may plan more impactful programmes to make zero
disagree level among the teachers in secondary schools.
 DISCUSSION
• The findings of this study outlined that majority of the teachers support the informal
STEM education in school.
• It was discovered that, teaching experience, level of teaching, and subject taught
does not influence teacher’s perception about STEM education.
• The same finding was discovered from the study carried out by Shin, Y.J. & Han, S.K.,
(2013) in elementary school teacher’s perception on STEM. The study highlighted that
teaching experience of an elementary school science teacher doesn’t influence
their perception of STEM education. Both new and experienced teachers fully agreed
on the STEM implementation.
• However, there was small percentage of teachers still disagree with STEM
implementation in school.
• The teachers with negative perceptions tend to avoid STEM elements from their
teaching process.
• The failure of STEM element incorporation in teaching and learning process makes
the students to miss important element to be acquired to face 21st century
challenges.
• Teachers with negative attitudes a part of perception-toward informal STEM learning tend
to avoid teaching STEM (Appleton, 2003).
 CONCLUSION
• STEM education in Malaysia is vital to help the transformation of the education system and prepares the
students to meet the challenges of the 21st century.

• If STEM education not implemented successfully, Malaysia unable to produce highly potential human
assets who able to think critically to solve problems and highly skilled workers needed in the industry.

• Hence STEM education in school is important to spark interest in pursuing a STEM career in students.
Programs outside of school can help children to see that STEM is more than a class.

• So teachers play significant role in creating interest in STEM education among students. Therefore
positive perception of teachers towards STEM is critical to maximize STEM exposure among students.

Limitation
• This study carried among teachers around Johor state. In future, the scope can be
widen to represent the real scenario.
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• National Research Council. (2009). Learning science in informal environments: People, places and pursuits. Washington, DC: The National
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• Popovic, G., & Lederman, J. S. (2015). Implications of informal education experiences for mathematics teachers’ ability to make Connections
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• Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Cavalcanti, M., …Cremeans, C. (2018). Students' perceptions of
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doi:10.1186/s40594-018-0133-4
• Shin, Y.J. & Han, S.K., (2013). A Study of the elementary School Teachers’ Perception in STEAM Education. Elementary Science Education, 30(4),
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• Hogarty, K. Y., Lang, T. R., & Kromrey, J. D. (2003). Another look at technology use in classrooms: The development and validation of an
instrument to measure teachers‘ perceptions. Educational and Psychological Measurement, 63(1), 139-62.
 REFERENCES
• Martin, L. M. W. (2004). An emerging research framework for studying informal learning and schools. Science Education, 88(1), S71–S82
• Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum
• Meredith, C. C. (2010). Applied learning in teacher education: developing learning communities among pre-service candidates and urban
elementary schools. The Journal of Human Resource and Adult Learning, 6(2), 80.
• Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: an introduction. Learning, Media and
Technology, 38(4), 355–367. https://doi.org/10.1080/17439884.2013.783597. Mohr-Schroeder,
• National Research Council. (2009). Learning science in informal environments: People, places and pursuits. Washington, DC: The National
Academies Press.
• Popovic, G., & Lederman, J. S. (2015). Implications of informal education experiences for mathematics teachers’ ability to make Connections
beyond the formal classroom. School Science and Mathematics, 115(3), 129–140. https://doi.org/10.1111/ssm.12114.
• Prosser, M., &Trigwell, K. (1999). Understanding learning and teaching: the experience in higher education. Philadelphia, PA: Society for
Research into Higher Education & Open University Press.Richardson,
• Roberts, T., Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Cavalcanti, M., …Cremeans, C. (2018). Students' perceptions of
STEM learning after participating in a summer informal learning experience. International journal of STEM education, 5(1), 35.
doi:10.1186/s40594-018-0133-4
• Shin, Y.J. & Han, S.K., (2013). A Study of the elementary School Teachers’ Perception in STEAM Education. Elementary Science Education, 30(4),
514-523.
• Hogarty, K. Y., Lang, T. R., & Kromrey, J. D. (2003). Another look at technology use in classrooms: The development and validation of an
instrument to measure teachers‘ perceptions. Educational and Psychological Measurement, 63(1), 139-62.
APPENDIX