TY  - JOUR
T1  - Teachers’ Knowledge and their Perceived Competency in Integrated STEM Concepts:  Implications on National and Global Trends
AU  - Isma’ıl, Akilu
AU  - Bello, Abdullahi
AU  - Bashır, Suleiman
AU  - Sodangı, Umar
PY  - 2019
DA  - September
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 47
EP  - 54
VL  - 14
LA  - en
AB  - Thisstudy was carried out to investigate science teachers’ perceived competency andtheir knowledge in the implementation of Integrated STEM in GusauLocal Government of Zamfara State, Nigeria. Descriptive and causalnon-experimental design was adopted for the study. Three research questionswere raised and answered using descriptive statistic, while Analysis ofVariance (ANOVA) and t-test were used in testing the formulated hypotheses atP<0.05 probability level. The data was collected using two researchinstruments; Perceived CompetencyQuestionnaire (PCQ) and Performance Test on Integrated STEM (PTIS) which were validatedby experts and have reliability coefficient of 0.78 and 0.81 respectively. Bothwere administered to 37 science teachers who were purposively sampled from twoScience and one Technical school in Gusau. The findings revealed that, theperception held by science teachers about their competence in implementingIntegrated STEM curriculum at secondary school level was relatively high.However, difference was found between theirperceived competency and their performance in Integrated STEM unit, and thisvaries according to their subject specializations. It was recommended that,government should look into the possibility of introducing Integrated STEMcurriculum in Nigerian schools and also train science teachers in that regardso as to align them with global trends in STEM education.
KW  - Science teachers
KW  - Perception
KW  - Competency
KW  - Integrated STEM
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UR  - https://dergipark.org.tr/en/pub/epess/article/623172
L1  - https://dergipark.org.tr/en/download/article-file/813293
ER  -