STEM teachers’ preferred instructional methods and challenges associated with implementing STEM education

Abstract

A large body of research has investigated teachers’ preferences for general teaching methodologies. However, relatively little research has been previously reported about the preferred instructional methods of STEM (Science, Technology, Engineering and Mathematics) teachers and their challenges in implementing STEM education at Bahir Dar STEM center, Ethiopia. This study examined preferences of 36 STEM teachers for three themes defining their instructional methods in this study: integration, engineering design and collaboration, and the challenges faced in implementing STEM education. The study used questionnaire and a semi-structured interview. The results showed that integration instructional method was marked by the teachers as the highest threshold instructional method. On the contrary, engineering design was the least preferred. A one way ANOVA results also revealed that the teachers showed considerable variation in their instructional preferences. The participants identified students’ lack of motivation, poor laboratory facilities and lack of instructional materials as the top three challenges associated with implementing STEM subjects at the center. Drawn from the results, implications for further research and educational practices were proposed.