Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District
<p>This study is performed to measure STEM Attitude, Knowledge and Application</p><p>(SAKA) of primary school science teachers of Batang Padang District. Specifically,</p><p>the study examined the scores of teachers STEM AKA by ge...
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LB Theory and practice of education Pramela Ramakrishnan Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District |
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<p>This study is performed to measure STEM Attitude, Knowledge and Application</p><p>(SAKA) of primary school science teachers of Batang Padang District. Specifically,</p><p>the study examined the scores of teachers STEM AKA by gender, major course,</p><p>teaching years and education qualification. This study employs a quantitative approach,</p><p>144 teachers from Batang Padang district were selected as respondents through the</p><p>Stratified sampling method. The questionnaire was adapted and modified from three</p><p>different instrument, the questionnaire was reliable and valid. The results showed that</p><p>primary science teachers have non-significant values of the application, knowledge,</p><p>and attitude [t=0.809, t=0.086 and t=0.146] between male and female science teachers.</p><p>Moreover, primary science teachers have non-significant values of the application,</p><p>knowledge, and attitude [t=0.823, t= 0.737 and t=0.336] revealing no differences</p><p>between science and non-science major primary science teachers AKA. Furthermore,</p><p>primary science teachers have non-significant values of the application, knowledge,</p><p>and attitude [F=0.165, F= 0.074 and F=0.078] according to their teaching experiences</p><p>years. Finally, primary science teachers have non-significant values of the application,</p><p>knowledge, and attitude [F=0.081, F=0.142 and F=0.786] according to their education</p><p>qualifications. In conclusion, the STEM implementation in a school can be done</p><p>successfully because the teachers are ready. The studys results suggest that STEM</p><p>AKA are fundamental domains for the proper implementation of STEM education in</p><p>Malaysia.</p> |
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Pramela Ramakrishnan |
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Pramela Ramakrishnan |
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Pramela Ramakrishnan |
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Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District |
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Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District |
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Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District |
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Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District |
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Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District |
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measuring stem attitude, knowledge and application (saka) of primary school science teachers of batang padang district |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pembangunan Manusia |
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2022 |
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oai:ir.upsi.edu.my:88792023-04-20 Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District 2022 Pramela Ramakrishnan LB Theory and practice of education <p>This study is performed to measure STEM Attitude, Knowledge and Application</p><p>(SAKA) of primary school science teachers of Batang Padang District. Specifically,</p><p>the study examined the scores of teachers STEM AKA by gender, major course,</p><p>teaching years and education qualification. This study employs a quantitative approach,</p><p>144 teachers from Batang Padang district were selected as respondents through the</p><p>Stratified sampling method. The questionnaire was adapted and modified from three</p><p>different instrument, the questionnaire was reliable and valid. The results showed that</p><p>primary science teachers have non-significant values of the application, knowledge,</p><p>and attitude [t=0.809, t=0.086 and t=0.146] between male and female science teachers.</p><p>Moreover, primary science teachers have non-significant values of the application,</p><p>knowledge, and attitude [t=0.823, t= 0.737 and t=0.336] revealing no differences</p><p>between science and non-science major primary science teachers AKA. Furthermore,</p><p>primary science teachers have non-significant values of the application, knowledge,</p><p>and attitude [F=0.165, F= 0.074 and F=0.078] according to their teaching experiences</p><p>years. Finally, primary science teachers have non-significant values of the application,</p><p>knowledge, and attitude [F=0.081, F=0.142 and F=0.786] according to their education</p><p>qualifications. In conclusion, the STEM implementation in a school can be done</p><p>successfully because the teachers are ready. The studys results suggest that STEM</p><p>AKA are fundamental domains for the proper implementation of STEM education in</p><p>Malaysia.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=8879 https://ir.upsi.edu.my/detailsg.php?det=8879 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Acun-Kapikiran, N., Kapikiran, S., Adel, T., Zainal Ariffin, A.,Rakes, C. R. (2014).</p><p>School effectiveness and school improvement : alternative perspectives. School</p><p>Effectiveness and School Improvement.</p><p>https://doi.org/10.1080/09243453.2012.680892</p><p></p><p>Akkerman, S. F., Meijer, P. C., Beijaard, D., Verloop, N., Vermunt, J. D., Bettuzzi, S.,</p><p>Burn, K., Burton, E. P., Certificate, T. A., Clandinin, D. J., Murphy, M. S.,</p><p>Cohen, J. L., Collins, B., Jarvis-selinger, B. S., Pratt, D. D., Collins, J. B., Jarvisselinger,</p><p>S., Conceptualisation, E. a V., Knowing, O. F., Ve, G. (2007).</p><p>Chapter 1: Introduction. 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