Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia

In order to fulfil the need of sizeable skill workers, Malaysia will introduce STEM integration education in mainstream schools throughout the country. However, like any educational reform, one important issue that needs to be taken into account is the teachers’ readiness especially in terms of thei...

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Main Author: Khairani Ahmad Zamri
Format: Article
Language:English
Published: EDP Sciences 2017-01-01
Series:MATEC Web of Conferences
Online Access:http://dx.doi.org/10.1051/matecconf/20178704004
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spelling doaj-3210f0854cc848fab41b8972cef3a2b02021-02-02T00:58:36ZengEDP SciencesMATEC Web of Conferences2261-236X2017-01-01870400410.1051/matecconf/20178704004matecconf_encon2017_04004Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in MalaysiaKhairani Ahmad Zamri0School of Educational Studies, 11800 Universiti Sains MalaysiaIn order to fulfil the need of sizeable skill workers, Malaysia will introduce STEM integration education in mainstream schools throughout the country. However, like any educational reform, one important issue that needs to be taken into account is the teachers’ readiness especially in terms of their skills and competency in implementing the reform. As such, the purpose of this study is to assess differences between teachers’ competency for STEM integration education between urban and rural teachers. A total of 244 teachers (urban = 129, rural = 115) are employed as sample in this cross-sectional quantitative study. Responses from an 18-item questionnaire were analysed using Rasch Model analysis to determine characteristics of item that measure competency between urban and rural teachers. The DIF analysis shows that items related to competency in (1) ICT integration, and (2) organizing co-curricular activities showed a significant difference in their measures between both sets of teachers. The result from this study would certainly provide useful information to relevant stakeholders, especially with regards to providing training for the teachers in the designated areas.http://dx.doi.org/10.1051/matecconf/20178704004
collection DOAJ
language English
format Article
sources DOAJ
author Khairani Ahmad Zamri
spellingShingle Khairani Ahmad Zamri
Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia
MATEC Web of Conferences
author_facet Khairani Ahmad Zamri
author_sort Khairani Ahmad Zamri
title Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia
title_short Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia
title_full Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia
title_fullStr Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia
title_full_unstemmed Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia
title_sort assessing urban and rural teachers’ competencies in stem integrated education in malaysia
publisher EDP Sciences
series MATEC Web of Conferences
issn 2261-236X
publishDate 2017-01-01
description In order to fulfil the need of sizeable skill workers, Malaysia will introduce STEM integration education in mainstream schools throughout the country. However, like any educational reform, one important issue that needs to be taken into account is the teachers’ readiness especially in terms of their skills and competency in implementing the reform. As such, the purpose of this study is to assess differences between teachers’ competency for STEM integration education between urban and rural teachers. A total of 244 teachers (urban = 129, rural = 115) are employed as sample in this cross-sectional quantitative study. Responses from an 18-item questionnaire were analysed using Rasch Model analysis to determine characteristics of item that measure competency between urban and rural teachers. The DIF analysis shows that items related to competency in (1) ICT integration, and (2) organizing co-curricular activities showed a significant difference in their measures between both sets of teachers. The result from this study would certainly provide useful information to relevant stakeholders, especially with regards to providing training for the teachers in the designated areas.
url http://dx.doi.org/10.1051/matecconf/20178704004
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