Readiness of STEM Teachers to Implement STEM Education in Coastal Schools

Abstract

STEM education is one of the programs given emphasis in the Malaysian Education Development Plan (PPPM) 2013-2025. In this regard, the MOE is increasingly strengthening STEM education to attract more students to enter the STEM field at the school level. Therefore, this study aims to survey the readiness of Science, Mathematics, and RBT teachers to implement STEM education. This study is a quantitative study using a cross-sectional survey method. The instrument used was a set of questionnaires in the form of Google Forms. A total of 307 teachers from coastal primary and secondary schools in Kelantan were selected to be the study sample. Findings show that the level of readiness of STEM teachers implementing STEM education is moderate. While the level of knowledge and attitudes toward STEM education is high. Pearson correlation analysis showed that there was a significant positive relationship between teachers' readiness to implement STEM education with teachers' knowledge and attitudes towards STEM education for both teachers with less teaching experience (less than 5 years) and teachers with teaching experience (more than 5 years). In conclusion, teachers’ knowledge and attitudes influence teachers’ readiness in implementing STEM education. Teacher experience also affects teacher readiness, but not directly. Therefore, in order to increase the level of readiness of teachers, continuous training and professional courses need to be provided so that STEM teaching and learning are more effective and meaningful.