ISSN: 2222-6990
Open access
Malaysia has emphasized the integration of Science, Technology, Engineering, and Mathematics (STEM) in Technical and Vocational Education and Training (TVET) to ensure the supply of manpower in the industry meets the requirements of Digital 4.0. However, teachers’ teaching practices in the classroom were found to be the cause of the declining number of students taking STEM subjects in secondary schools. Teachers’ knowledge is important to ensure an integrated STEM teaching can be implemented effectively. Knowledgeable teachers in STEM discipline will increase confidence to apply integrated STEM in teaching and learning (T&L). This study was conducted to examine the level of teachers’ knowledge and its relationship with STEM teaching practices among Design and Technology teachers. This quantitative study involved 375 Design and Technology teachers from 99 of secondary schools on the East Coast of Malaysia. This quantitative study using stratified random sampling technique to determine the sample. The questionnaire consisting 61 items distributed online via Google Form. Descriptive analysis and Pearson correlation were performed using Statistical Package for Social Science version 26.0. The analysis showed that Design and Technology teachers’ level of knowledge is high with a score of M = 3.20 and SD = 0.35, while the integrated STEM teaching practices are at a moderate level with a score of M = 2.97 and SD = 0.46. Furthermore, knowledge on integrated STEM teaching practices among Design and Technology teachers exhibited a moderate and significant positive relationship with a score of r = 0.356 and p<0.05. The findings indicated that teachers do implement integrated STEM teaching practices but not comprehensively and consistently. They are in the knowledge development phases in understanding the STEM concept and implementing it in the Design and Technology curriculum. Furthermore, STEM teaching has yet to be part of their teaching culture. They require time to adapt STEM teaching into their existing teaching practices. Therefore, teachers need additional support from school administrators, departments, and the Ministry of Education (MOE) to participate in "hands-on" and "minds-on" courses related to STEM T&L. Further research is needed on integrated STEM teaching practices using different approaches involving engineering design process to fill the gap in teaching practices among Design and Technology teachers.
Ajzen, I. (1985). From intentions to actions: A Theory of Planned Behavior. In J. Kuhl & J. Beckmann (Eds.), Action control SSSP Springer Series in Social Psychology (pp. 11–39). Springer. https://doi.org/10.1007/978-3-642-69746-3_2
Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50, 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
Ajzen, I., & Fishbein, M. (1970). The prediction of behavior from attitudinal and normative variables. Journal of Experimental Social Psychology, 6, 466–487.
https://doi.org/10.1016/0022-1031(70)90057-0
Ary, D., Jacobs, L. C., Sorensen, I. C. K., & Walker, D. A. (2018). Introduction to research in education (10th ed.). Cengage Learning.
Aziz, R. A., Manaf, U. K. A., Ayub, A. F. M., & Jafri, N. (2020). The relationship between teachers’ knowledge and the implementation of project based learning at Vocational College. International Journal of Academic Research in Business and Social Sciences, 10(6), 766–787. https://doi.org/10.6007/ijarbss/v10-i6/7373
Baharin, N., & Osman, K. (2018). Kualiti guru dalam pendidikan STEM di Malaysia. Ihe 2nd Nternational Conference on Science, Technology, Engineering and Mathematics Education: Towards Developing A Synergistic STEM Community, 221–229.
Best, J. W. (1997). Research in education. Prentice Hall.
Bryan, L. A., Moore, T. J., Johnson, C. C., & Roehrig, G. H. (2016). Integrated stem education. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map: A framework for integrated STEM education (pp. 23–37). Routledge Taylor & Francis Group.
Chang, Y., & Park, S. W. (2014). Exploring students’ perspectives of college STEM: An analysis of course rating websites. International Journal of Teaching and Learning in Higher Education, 26(1), 90–101.
Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.). Routledge Taylor & Francis Group.
Cohen, L., Manion, L., & Marrison, K. (2018). Research Methods in Education (8th ed.). Routledge Taylor & Francis Group.
Creswell, J. W., & Guetterman, T. C. (2019). Educational research:Planning, conducting and evaluation quantitative and qualitative research (6th ed.). Pearson.
Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177–190. https://doi.org/10.1016/j.tate.2017.10.003
Haron, M. Z., Zalli, M. M. M., Othman, M. K., & Awang, M. I. (2021). Examining the teachers’ pedagogical knowledge and learning facilities towards teaching quality. International Journal of Evaluation and Research in Education, 10(1), 1–7. https://doi.org/10.11591/ijere.v10i1.20780
Hill, H. C., & Chin, M. (2018). Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes. American Educational Research Journal, 55(5), 1076–1112. https://doi.org/10.3102/0002831218769614
Ismail, M. H., Salleh, M. F. M., & Nasir, N. A. M. (2019). The issues and challenges in empowering STEM on Science teachers in Malaysian secondary schools. International Journal of Academic Research in Business and Social Sciences, 9(13), 430–444. https://doi.org/10.6007/ijarbss/v9-i13/6869
Jekri, A., & Han, C. G. K. (2020). Pengaruh pengalaman mengajar dalam pengetahuan, motivasi dan pelaksanaan pengajaran dan pembelajaran STEM. Jurnal Pendidikan Sains & Matematik Malaysia, 10(2), 45–56. https://doi.org/10.37134/jpsmm.vol10.2.5.2020
Kelly, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11), 1–11. https://doi.org/10.1186/s40594-016-0046-z
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Loh, S. L., Pang, V., & Lajium, D. (2020). A case study of teachers’ Pedagogical Content Knowledge in the implementation of integrated STEM education. Jurnal Pendidikan Sains & Matematik Malaysia, 10(1), 49–64. https://doi.org/10.37134/jpsmm
Losius, G., Mohd Khairuddin, A., & Rosy, T. (2018). Kompetensi pedagogi guru dan prestasi akademik di sekolah-sekolah berprestasi rendah. Jurnal Kurikulum Bahagian Pembangunan Kurikulum, 3, 80–91.
Mahmud, S. N. D., Nasri, N. M., Samsudin, M. A., & Halim, L. (2018). Science teacher education in Malaysia: Challenges and way forward. Asia-Pacific Science Education, 4(8), 1–12. https://doi.org/10.1186/s41029-018-0026-3
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(2). https://doi.org/10.1186/s40594-018-0151-2
Masingan, C., & Sharif, S. (2019). Pengetahuan Pedagogi Kandungan (PPK) guru bukan pengkhususan Reka Bentuk dan Teknologi (RBT) di sekolah menengah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(6), 64–71.
MOE. (2013). Malaysia Education Blueprint 2013-2025. Ministry of Education Malaysia.
MOE. (2016). The guide of implementation Science, Technology, Engineering and Mathematics (STEM) in teaching and learning. Ministry of Education Malaysia, Curriculum Development Division.
MOE. (2017). STEM strengthening initiative roadshow 2017: Implementation of Science, Technology, Engineering and Mathematics (STEM) education. Ministry of Education Malaysia, Educational Planning and Research Division.
MOE. (2019). Management guidebook of Design and Technology subject. Ministry of Education Malaysia.
MOE. (2020). Annual Report 2020 Malaysia Education Blueprint 2013-2025. https://www.padu.edu.my/wp-content/uploads/2021/09/LT2020_PPPM_Final.pdf
Hafizan, M. S., & Anuar, A. (2017). Pengaruh pengetahuan isi kandungan terhadap aplikasi pengajaran yang berkesan dalam kalangan guru-guru sejarah. International Conference On Global Education"Global Education,Common Wealth and Cultural Diversity", 2457–2474.
Mustafa, N., Ismail, Z., Tasir, Z., & Said, M. N. H. M. (2017). Teacher Readiness Towards Integrating Stem Education Into Teaching And Learning. Proceedings of the Asia International Multidisciplinary Conference (AIMC 2017). https://doi.org/10.15405/epsbs.2018.05.27
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014
Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: Contexts, challenges, and the future. Journal of Educational Research, 110(3), 221–223. https://doi.org/10.1080/00220671.2017.1289775
Nasir, N. A. M., Salleh, M. F. M., Rasid, N. S. M., Ismail, M. H., & Singh, P. (2019). Enhancing STEM Pre-Service Teachers’ Knowledge. International Journal of Academic Research in Business and Social Sciences, 9(13), 480–492. https://doi.org/10.6007/ijarbss/v9-i13/6998
Nasri, N. M., Nasri, N., & Talib, M. A. A. (2020). Towards developing Malaysia STEM teacher standard: Early framework. Universal Journal of Educational Research, 8(7), 3077–3084. https://doi.org/10.13189/ujer.2020.080736
Nistor, A., Gras-Velazquez, A., Billon, N., & Mihai, G. (2018). Science, Technlogy, Engineering and Mathematics education practices in Europe. Scientix observatory report December 2018, European Schoolnet. https://www.researchgate.net/publication/332189707%0A
Diana, N. F. M. S., & Kamisah, O. (2018). Kesediaan dan amalan pengajaran inkuiri guru dalam melaksanakan pengajaran abad ke-21. Graduate Research in Education Seminar (GREduc), 10–18.
Farhana, N. R. (2019). Development and validation of an instrument To measure Science teachers ’ instructional preparedness in STEM [Doctoral dissertation, Universiti Putra Malaysia]. http://psasir.upm.edu.my/id/eprint/85555
Farhana, N. R., & Othman, T. (2017). Can education institution implement STEM? From Malaysian teachers’ view. International Journal of Academic Research in Business and Social Sciences, 7(3), 721–732. https://doi.org/10.6007/IJARBSS/v7-i3/2772
Farhana, N. R., Othman, T., Aishah, S. H., & Kalthom, U. A. M. (2017). Instructional approaches and challenges of STEM instruction implementation: A systematic review. Graduate Research in Education Seminar (GREduc) 2017, 171–179.
Fatahiyah, N. M. H., & Diyana, S. N. M. (2020). Kesediaan guru Sains dan Matematik dalam melaksanakan pendidikan STEM dari aspek pengetahuan, sikap dan pengalaman mengajar. Akademika, 90(3), 85–101. https://doi.org/10.17576/akad-2020-90IK3-07
Pei, S. W., Ashari, Z. M., Ismail, Z., & Jumaat, N. F. (2018). Relationship between teachers’ self-efficacy and instructional strategies applied among secondary school teachers in implementing STEM education. Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018, 454–461. https://doi.org/10.1109/TALE.2018.8615432
Rahmat, E. H., & Kutty, F. M. (2019). Tahap kesediaan guru dari aspek pengetahuan dan kemahiran dalam pelaksanaan mata pelajaran Reka Bentuk dan Teknologi sekolah menengah. In N. F. Habidin, N. Mohd Fuzi, U. A. Muhamad, T. W. Tuan Chik, & Y. Y. O. Sharo (Eds.), Amalan Terbaik Dalam Penambahbaikan Sistem Pendidikan?: Pengajaran dan Pembelajaran. Kaizentrenovation Sdn Bhd.
Amira, S. H., & Irdayanti, M. N. (2019). Pengetahuan guru Reka Bentuk dan Teknologi di negeri Pahang terhadap teknologi hijau. Seminar Wacana Pendidikan 2019(SWAPEN 2.0), 413–422.
Shaughnessy, J. M. (2013). Mathematics in a STEM Context. Mathematics Teaching in the Middle School, 18(6), 324. https://doi.org/10.5951/mathteacmiddscho.18.6.0324
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(13), 1–16. https://doi.org/10.1186/s40594-017-0068-1
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. SpringerPlus, 4(8), 1–20. https://doi.org/10.1186/2193-1801-4-8
Sujarwanto, E., Madlazim, & Ibrahim, M. (2019). Attitude, knowledge, and applicationof STEM owned by science teachers. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1417/1/012096
Sulaiman, S. C. S. @, Yusoff, W. M. W., Jusoh, A. S. M. @, & Sulaiman, N. N. C. S. @. (2022). Knowledge, Attitude and Readiness of Kuala Nerus Primary School Teachers in the Implementation of STEMin Teaching and Learning Process. Global Journal of Educational Research and Management (GERMANE) 2022, 2(1), 252–269.
Tajul, E. H., & Azahar, M. (2018). Pelaksanaan pengajaran dan pembelajaran STEM di kelas prasekolah. Jurnal Kurikulum Bahagian Pembangunan Kurikulum, 3, 104–118.
Tchoshanov, M., Cruz, M. D., Huereca, K., Shakirova, K., Shakirova, L., & Ibragimova, E. N. (2017). Examination of Lower Secondary Mathematics Teachers’ Content Knowledge and Its Connection to Students’ Performance. International Journal of Science and Mathematics Education, 15(4), 683–702. https://doi.org/10.1007/s10763-015-9703-9
Voet, M., & De Wever, B. (2016). History teachers’ conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context. Teaching and Teacher Education, 55, 57–67. https://doi.org/10.1016/j.tate.2015.12.008
Fadzilah, W. N. W. H., Suhaiza, M. S., & Lilia, H. (2017). Pembudayaan STEM di luar bilik darjah (1st ed.). Penerbit Universiti Kebangsaan Malaysia.
Warrah, S. M., Musa, A. F., & Ibrahim, A. O. (2020). Determine the Relationship Between Teacher Knowledge and Students’ Academic Performance Using Teacher Commitment As Mediator. Quantum Journal of Social Sciences and Humanities, 1(5), 1–12. https://doi.org/10.55197/qjssh.v1i5.25
In-Text Citation: (Razali et al., 2022)
To Cite this Article: Razali, H., Jamaluddin, R., & Kamaruddin, N. (2022). Implementing Integrated STEM Teaching in Design and Technology: Teachers’ Knowledge and Teaching Practices. International Journal of Academic Research in Business and Social Sciences, 12(9), 1500 – 1514.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode