The Influence Of Primary School Science Teachers’ Technology Integration Knowledge Towards STEM Education Pedagogical Practice

Abstract

This study aims to identify the influence of primary school science teachers’ technology integration knowledge towards STEM education pedagogical practice. A model was proposed based on the findings and data analysis at the end of this study. This study used a quantitative approach through a descriptive survey. The quantitative method is a research method in producing an academic report to solve the problems encountered in certain disciplines (Ghazali & Sufean, 2016). This study was conducted through a questionnaire method using a questionnaire instrument that was distributed to respondents simultaneously (Fowler, 2009; Piaw, 2011; Gay et al., 2014). Gay et al. (2014) stated that the instrument (questionnaire set) produced must be based on information related to the study sought by the researcher for the survey study. In this study, the Structural Equation Modeling (SEM) approach based on the Partial Least Squares (PLS) components was used to investigate the structural model of this study. This hypothesis failed to be rejected, i.e. There is a significant influence of technology integration knowledge of primary school science teachers on the pedagogical practice of STEM Education. This study has meaningful implications for teachers, school administrators and policymakers.

Kajian ini bertujuan untuk mengenal pasti pengaruh pengetahuan pengintegrasi teknologi guru sains sekolah rendah terhadap amalan pedagogi pendidikan STEM. Satu model akan dicadangkan berdasarkan dapatan dan analisis data pada akhir kajian ini. Kajian ini menggunakan pendekatan kuantitatif melalui tinjauan deskriptif. Kaedah kuantitatif merupakan kaedah kajian dalam menghasilkan laporan akademik bagi menyelesaikan masalah yang dihadapi dalam disiplin ilmu tertentu (Ghazali & Sufean, 2016). Kajian ini dijalankan melalui kaedah soal selidik menggunakan instrumen soal selidik yang diedarkan kepada responden secara serentak (Fowler, 2009; Piaw, 2011; Gay et al., 2014). Gay et al. (2014) menyatakan instrumen (set soal selidik) yang dihasilkan mestilah berdasarkan maklumat berkaitan kajian yang dicari oleh pengkaji untuk kajian tinjauan. Dalam kajian ini, pendekatan Structural Equation Modelling (SEM) berdasarkan komponen Partial Least Squares (PLS) digunakan untuk menyiasat model struktur kajian ini. Hipotesis ini gagal ditolak, iaitu tidak terdapat pengaruh signifikan pengetahuan pengintegrasi teknologi guru sains sekolah rendah terhadap amalan pedagogi Pendidikan STEM. Kajian ini mempunyai implikasi yang bermakna kepada guru, pentadbir sekolah dan penggubal dasar.