Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia

Abstract

Many Saudi students lack the motivation to pursue STEM careers due to their teachers’ limited experience and low efficacy in teaching science, technology, engineering, and mathematics (STEM). Teachers’ perceptions are central to efficient STEM education; however, little is known about the perceptions of teachers toward STEM education in Saudi Arabia. Therefore, this study attempted to identify the perceptions of secondary stage science teachers toward STEM education and their knowledge about the requirements for its implementation. The study also investigated whether there were statistically significant differences that could be attributed to teachers’ qualifications, years of experience, and specialization variables. A questionnaire was applied to 175 in-service science teachers. The results showed that the secondary stage science teachers had a medium level of positive perceptions toward STEM education and a high level of knowledge about the requirements for its implementation. It was also revealed that there were statistically significant differences in teachers’ perceptions due to their qualifications and years of experience, in favor of teachers with graduate degrees and with more years of experience, while there were no statistically significant differences due to teachers’ specialization. Based on the findings of this study, a number of recommendations on improving science teachers’ knowledge of STEM education and the requirements for its implementation are provided.