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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Main Author: Pramela Ramakrishnan
Format: thesis
Language:eng
Published: 2022
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Pramela Ramakrishnan
Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District
description <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>
format thesis
qualification_name
qualification_level Master's degree
author Pramela Ramakrishnan
author_facet Pramela Ramakrishnan
author_sort Pramela Ramakrishnan
title Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District
title_short Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District
title_full Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District
title_fullStr Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District
title_full_unstemmed Measuring STEM Attitude, Knowledge and Application (SAKA) of primary school science teachers of Batang Padang District
title_sort measuring stem attitude, knowledge and application (saka) of primary school science teachers of batang padang district
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=8879
_version_ 1776104577237516288
spelling 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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