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Teaching Effectiveness of Science, Technology, Engineering, and
Mathematics (STEM) Teachers
Pusparghya Sutradhar*
Dr. Naraginti Amareswaran Reddy**
Abstract
With the expansion of STEM Education worldwide, numerous researches have been conducted
on Science, Technology, Engineering, and Mathematics (STEM). The purpose of this paper
was to (i) To study the teaching effectiveness of STEM Teachers and (ii)To explore the impact
of STEM Education. A systematic review method was carried out to analyse the existing
literature on STEM. This paper will define STEM, its historical concept and the importance of
STEM Education Additionally; this paper will help identify the characteristics and role of
STEM Teachers, recognise the advantages and mitigate the challenges of STEM Education.
Keywords: STEM, STEM Education, STEM Teachers, Teaching Effectiveness
* Research Scholar, Department of Education, North-Eastern Hill University (NEHU),
Shillong, Meghalaya, India.
** Assistant Professor, Department of Education, North-Eastern Hill University (NEHU),
Shillong, Meghalaya, India, e-mail: amareswaran@gmail.com
Electronic copy available at: https://ssrn.com/abstract=4096832
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Teaching Effectiveness of Science, Technology, Engineering, and
Mathematics (STEM) Teachers
Introduction
The progress and development of a nation mainly depend on its teachers. The quality of
teachers determines the quality of education. So, teachers are considered an essential factor of
any education system because they are the backbone of a nation. And that is why according
to the Kothari Education Commission (1964-66), “of all the different factors which influence
the quality of education and its contribution to national development, the quality, competence
and character of teachers are undoubtedly the most significant”.
Teaching effectiveness of a teacher is one of the most critical factors in facilitating and
enhancing students’ learning, thereby bringing a positive alteration in society. According to
Good (1959), teaching effectiveness is “the degree of success of a teacher in performing
instructional and other duties specified in his contrast and demand by the nature of his
position” (Raj Lakshmi Bhat, 2017). Teaching effectiveness of a teacher is based on (i)
Mastery of Subjects, (ii) Classroom Management, (iii) Motivational Strategy, (iv) Creativity,
(v) Positive attitude, (vi) Effective Communication, (vii) Evaluation and Feedback. When it
comes to teaching effectiveness, the digital paradox is inevitable. In modern times, only those
teachers who are empowered with information, knowledge and technical skills would be able
to deliver effectively. As we move through this highly specialised evolving time, there is a need
for change in education. STEM is becoming a primary focus in education.
What is STEM?
STEM is an acronym that stands for Science, Technology, Engineering and Mathematics. The
term “STEM” was first coined by the National Science Foundation (NSF), the United States,
in the early 2000s. STEM is a curriculum based on the idea of educating students in four
specific disciplines (FutureLearn, 2021)
a) Science- includes biology, chemistry and physics.
b) Technology-biggest & broadest subject area includes computer science, software
development, AI & programming.
c) Engineering-four main areas are chemical, mechanical, civil & electrical engineering.
d) Mathematics- geometry, fractions, algebra, statistics, etc.
Electronic copy available at: https://ssrn.com/abstract=4096832
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Definition of STEM
The United States Department of Education (2007) provides a more programmatic definition
of STEM education, “Science, Technology, Engineering, and Mathematics education
programs are defined as those primarily intended to provide support for or to strengthen,
science, technology, engineering, or mathematics (STEM) education at the elementary and
secondary through postgraduate levels, including adult education”.
Comprehensive STEM education is an interdisciplinary or cross-disciplinary approach
to learning where rigorous academic concepts are coupled with real-world lessons. Students
apply science, technology, engineering, and mathematics in contexts that connect school,
community, work, and the global (Nathan, Nilsen, 2009).
Historical Aspects of STEM
STEM Education was the result of several historical events. One of these events is related to
the Morrill act of 1862. This act gives benefits to developing land grant universities. It mainly
focused on agricultural training in the early stage, but engineering-based training programmes
were soon added. For example, The Ohio State University was established in 1870 and was
initially named the Ohio Agricultural and Mechanical College. In 1878 they changed it to a
comprehensive university (White, 2014).
Another event, i.e., World war-II (1939-1945), initiated a way towards developing
STEM Education. At that time, America was preparing numerous weapons and many types of
transport vehicles for war purposes. Scientists, mathematicians, and engineers worked hand-
in-hand with the military to produce innovative products helping win the war (Judy, 2011).
The Sputnik event also helped construct a strong economy in the United States. In 1957,
the Soviet Union made a successful attempt to launch Sputnik. The United States, competitive
in mind, also took the initiative and further technological advancement in space travel and
exploration. There was a space race between the United States and the Soviet Union. As a
result, in 1958, NASA came into existence. The space industry has thrived and produced
several technological triumphs, including putting a man on the moon (White, 2014).
These events pushed STEM education to grow and Flourish in the United States.
Why is STEM Education important?
1. To help students develop the skills they need to succeed in the future. These skills are
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a) Critical thinking & Problem Solving
b) Communication
c) Creativity & innovation
d) Collaboration
e) Digital literacy
f) Independent learning
g) Self-reflection
2. Hands-on learning gives students the ability to see and understand what is happening
before them; it allows them to explain critical science concepts and make sense of the
world by drawing on their experiences and their funds of knowledge.
3. Making learning interactive and innovative- To make STEM Education interactive and
creative, educational gaming, online laboratories, collaboration through technology,
real-time formative assessment and skills-based curriculum alignment are introduced.
The emphasis is on practices that would be difficult to implement without technology.
That can improve traditional learning outcomes and motivation, social, behavioural,
thinking and creativity skills, and assessment (Karkkainen, K. and S. Vincent-Lancrin,
2013).
4. It shares authority with the students- prioritising students' voices and empowering them
to take action on issues that affect their lives due to STEM education.
Review of Related Literature
Researchers went through the available related research studies from research articles, journals
and theses, having a direct and indirect bearing on the teaching effectiveness and STEM
teachers. Some of those are given below.
Badmus & Omosewo (2020) conducted a study on “Evolution of STEM, STEAM and
STREAM Education in Africa: The Implication of the Knowledge Gap” to evolve knowledge,
especially those whose basis arises from Science and Mathematics, have generated
considerable improvement over the years. This study showed that Robotics is a large field of
study that, if properly harnessed, can form rewire the approach, teachings, and learning of
STAEM and other disciplines alike.
Kiazai et al. (2020) conducted a study on “Challenges in Implementing STEM
Education and Role of Teacher Education Programs in Mitigating these Challenges”, which
Electronic copy available at: https://ssrn.com/abstract=4096832
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aimed to find common challenges in implementing STEM education and the role of teacher
education programs in mitigating possible difficulties in implementing STEM education in
Baluchistan.
Saka & Onanuga (2019) conducted a study on “Teacher Effectiveness of Some Selected
Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication
for Sustainable Development Using Science Education” to examine the teacher effectiveness
of the selected STEM subjects’ teachers of physics, chemistry and biology at the senior
secondary school level in Ijebu North local area of Ogun State, Nigeria. The result revealed
that the teacher effectiveness of chemistry teachers was the best among the three categories of
teachers.
Nagdi et al. (2018) conducted a study on “Developing identities of STEM teachers at
emerging STEM schools” to explore the developing STEM teachers’ identities in emerging
STEM schools, answering two research questions: (1) How do teachers define their roles as
STEM teachers within a STEM school? (2) What do teachers identify as essential
characteristics of STEM teachers? It was found that Collaboration, flexibility, awareness of
students’ needs, and advocates of equity and inclusion were identified as pivotal characteristics
of STEM teachers.
Nikolova et al. (2018) conducted a study on “Opportunities and Challenges for
Efficient and Effective STEM Teachers’ Competence Development” to identify teachers’ main
challenges when implementing innovative teaching methods. It is found from the study that
there is a need for the development of a network between STEM teachers and teachers’ trainers,
with the strong support of online tools for learning, communication, and transfer to the
classroom.
Barman et al. (2015) conducted a study on “Teaching Effectiveness of Teacher
Educators in Different types of B.Ed. Colleges in West Bengal, India” to study the teaching
effectiveness of Teacher Educators working in different Govt. aided and Private-unaided/self-
financed B.Ed. Colleges in West Bengal. The result of the study explored the level of Teaching
delivered by the B.Ed. College Teacher Educators are Moderately Effective.
Makhmasi et al. (2012) conducted a study on “Factors Influencing STEM Teachers'
Effectiveness in the UAE” to identify significant factors that affect a teacher’s effectiveness.
The findings point to the dire need to address teachers’ dissatisfaction with the teaching
profession in the UAE. Specifically, managing monetary compensation, improving the
Electronic copy available at: https://ssrn.com/abstract=4096832
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curricula, lack of resources and providing professional guidance via development courses and
seminars is necessary if teachers are more effective in the classroom.
Objectives of the study
1. To study the teaching effectiveness of STEM Teachers.
2. To explore the impact of STEM Education.
Methodology of the study
A systematic review of existing literature concerning STEM Education was carried out to
analyse the teaching effectiveness of STEM Teachers. An attempt has been made to explore
the impact of STEM Education.
Analysis
Objective 1: According to Flander (1969), “Teaching effectiveness is concerned with the
relationship between characteristics of the teacher, teaching acts and their effects on
educational outcomes of classroom teaching” (Raj Lakshmi Bhat, 2017). Being an essential
aspect of effective teaching, effective STEM teacher characteristics and roles are explained and
discussed after reviewing the literature.
Characteristics of STEM Teacher
1. Engagement and bridging gaps among students- STEM teachers must provide an
opportunity to engage students in the learning process and bridge the achievement and
cultural gaps among different segments of students, including their learning lifestyle,
interest, and potential.
2. Awareness of Social Issues- STEM teachers should be aware of school surroundings
and understand them culturally, socially, economically, and even politically.
3. Collaborative is the essential characteristic of a STEM teacher; to motivate, encourage,
and engage students to work together.
4. Apply STEM-based practices (problem- and project-based learning)- STEM teachers
must encourage students to learn skills and apply their knowledge by participating in
project work. Here STEM teachers will play a facilitator’s role. Students will research,
analyse, evaluate the problem and create a solution.
5. Lifelong learners- STEM teachers should put themselves in the students’ place; they
are ongoing learners, self-motivated, and pursue knowledge for professional
Electronic copy available at: https://ssrn.com/abstract=4096832
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development and research (Nagdi et al., 2018). A student learns when a teacher learns.
A positive attitude enhances learning capabilities and develops new skills.
6. Flexible and open to change- One of the most challenging characteristics of STEM
teachers is to be adjustable and alterable in every situation.
Role of STEM Teacher
1. To convey subject matter knowledge and pedagogical skills required for STEM
subjects. Both skills are essential for a teacher who needs to be endowed with the
teaching and learning process.
2. To develop STEM learning activities and hands-on material for classes.
3. To develop STEM-focused curricula.
4. To arrange awareness seminars and workshops on STEM.
5. To train pre-service teachers and in-service teachers for STEM education.
Objective 2: Students and teachers can perceive STEM Education as having positive and
negative impacts. After reviewing the literature on STEM Education, it is found that positive
effects build up advantages. In contrast, negative impacts provide valuable information and
insight on how to improve or mitigate challenges.
Advantages of STEM Education
1. Foster creativity-. Through STEM Education, students are encouraged to “think outside
of the box”. It helps develop unique and innovative ideas and take on a STEM approach
to solve intricate problems.
2. Encourages collaboration & Teamwork- STEM education prioritises collaboration and
teamwork required to solve and complete multifaceted problems.
3. Empowers critical thinking Skills- Students are invigorated to answer questions or
solve problems not based on memorisation but on actively engaging with the material
to understand the issue at hand and solve it using logic (Twin science, 2022).
4. Builds Communication Skills- Communication is a two-way exchange of information,
i.e., giving and receiving. Speaking and writing to someone are examples of providing
information. Reading and listening to someone are examples of receiving information
(NCERT, 2018). Group activities in STEM Education promote social skills like active
Electronic copy available at: https://ssrn.com/abstract=4096832
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listening and open-mindedness and open them up to giving and receiving constructive
feedback.
5. Boosts curiosity- Students with the character strength of interest are more likely to ask
questions and try new things. Curiosity, then, is a form of courage. It’s only through
asking “why” and “how” questions and exploring new opportunities that we learn and
grow (The Positivity Project, 2016).
6. Enhances digital literacy- Digital literacy should be understood to mean the essential
skill or ability to use a computer confidently, safely and effectively, including the ability
to use office software such as word processors, email and presentation software, the
ability to create and edit images, audio and video, and the ability to use a web browser
and Internet search engines (Royal Society, 2012). These are the skills that STEM
teachers help students to learn about.
Challenges of STEM Education
1. Untrained STEM teachers- Maximum number of teachers are trained to teach in their
particular subject in which they have had a qualified graduate degree or master’s
degree. Though some developed countries have started or continue to train STEM
teachers, many countries are new to the STEM Education concept. These countries do
not have sufficient interdisciplinary or cross-disciplinary knowledge to train teachers
to carry out STEM Education.
2. Lack of curriculum framework or guidelines- Because new interdisciplinary subjects
lack knowledge, and thus no such appropriate policies or curriculum frameworks are
designed to teach.
3. Lack of sufficient teaching materials or resources- To successfully introduce STEM
Education requires adequate resources, but there is a lack of teaching facilities such as
technological equipment for STEM teaching.
4. Inflexible structure of institutions- The existing school structure and curriculum
structure are barriers to integrating STEM education. There is no similarity because the
class structure was unsuitable for organising STEM teaching activities. After all, there
are many classes with different levels, and the class size was large (Le et al., 2021).
Electronic copy available at: https://ssrn.com/abstract=4096832
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Conclusion
A growing interest has been found in implementing integrated (STEM) education. Countries
like the United States, China, England, Korea, Taiwan, Singapore, Australia, France, Japan,
South Africa, Nigeria, and Turkey focus on implementing STEM Education. This importance
is to prepare their students to cope with the demands of a global market where science and
technology are being emphasised. The prosperity and accomplishment are based on many
aspects where Education is one the key. An educational system based merely on traditional
methods does not prepare future citizens to compete and be successful in the technological
world of today and tomorrow.
In this 21St century, technology is an integral part of education. Besides this existing
education system all, we can do better. There is a broad enough scope of STEM Education.
So, there is an urgent need to implement STEM Education in Indian context irrespective of
many challenges. The critical study of STEM for all students in an educational system will
provide a more relevant and meaningful preparation for students in the future (William E.
Dugger, n.d).
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