Author Information
Punyapat Chanpet, Muban Chombueng Rajabhat University, ThailandKanphitcha Kodkanon, Muban Chombueng Rajabhat University, Thailand
Abstract
This study aims to examine the integrated STEM learning management model in basic education schools and to compare teachers' perceptions of STEM-based learning management across different groups categorized by teaching experience and school type. Additionally, it explores strategies to enhance teachers' implementation of integrated STEM education. The sample consisted of 224 teachers from the subject groups of Science, Mathematics, Career and Technology, selected through stratified random sampling. The research instrument was a questionnaire on teachers’ perceptions of STEM-based learning management, with a reliability coefficient of 0.96. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and content analysis. The findings revealed that teachers' overall and specific aspects of perception regarding STEM-based learning management were at a high level. There were no significant differences in perceptions when categorized by teaching experience and school type. The study identified key strategies for improving STEM-based learning management, including encouraging teachers' participation in curriculum planning, providing necessary support and resources for learning management, ensuring the availability of ICT tools and internet access, fostering understanding of authentic student assessment, and developing both internal and external learning environments conducive to integrated STEM education. Additionally, continuous monitoring and assessment of learning outcomes should be implemented to refine and improve diverse models of STEM-based learning management.
Paper Information
Conference: PCE2025Stream: Educational Research
This paper is part of the PCE2025 Conference Proceedings (View)
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To cite this article:
Chanpet P., & Kodkanon K. (2025) Teachers’ Perceptions of Integrated STEM Learning Management in Compulsory Education ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 687-699) https://doi.org/10.22492/issn.2758-0962.2025.52
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.52
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