Exploring the impact of STEM teaching model on Hanjiang normal university psysics student teachrs awareness and readiness in performing STEM practices

Zeng, Zhaopeng

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Type :	Thesis
Subject :	LB2300 Higher Education
Main Author :	Zeng, Zhaopeng
Title :	Exploring the impact of STEM teaching model on Hanjiang normal university psysics student teachrs awareness and readiness in performing STEM practices
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Place of Production :	Tanjong Malim
Publisher :	Fakulti Sains dan Matematik
Year of Publication :	2025
Corporate Name :	Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun

This study developed a STEM teaching model based on the characteristics and needs of physics student teachers (PSTs), and explored the impact on STEM awareness and readiness of PSTs. This study used explanatory sequential mixed methods. Quantitative data were obtained through questionnaires, while qualitative data were obtained using semi-structured interviews and open-ended questions. All research instruments were evaluated by experts, and the Individual Content Validity Index (I-CVI) was equal to 1.00. The study employed a pre-experimental research design. All 198 PSTs were selected to answer the questionnaire to get initially STEM awareness and readiness. Then, 53 PSTs were chosen to use the cluster sampling method as a research sample. Based on design-based research, Five STEM teaching practice activities were implemented over two months in first cycle and another activity was implemented based on the improved STEM teaching model in the second cycle. The survey data was analysed using descriptive and inferential statistics. The study revealed that the PSTs had poor awareness (mean = 2.525; SD = 0.681) and low-level readiness (mean = 2.786; SD = 0.718) before the intervention study. Following the pre-experimental, both mean values experienced a considerable increase, reaching 3.83 (SD = 0.70) and 3.51 (SD = 0.91), respectively. No significant differences existed between males and females in STEM awareness and readiness (p = .853 and .135) of pre-survey, compared substantial differences in post-survey (p < .001 and p = .033). In addition, Spearman_s analysis showed a moderate-strength positive correlation between STEM awareness and readiness (r = 0.504, p < .01). Semi-structured interviews and open-ended questions triangulated the questionnaire results. In conclusion, the STEM teaching model developed in this study has positive impact on the STEM awareness and readiness of PSTs and provides an effective way to develop and enhance the STEM capabilities of PSTs.

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