MEASURING VIETNAMESE TEACHERS’ PERCEPTIONS OF STEM COMPETENCE AND STUDENTS’ STEM COMPETENCE DEVELOPMENT THROUGH CLUB ACTIVITIES
Main Article Content
Abstract
STEM education is a central focus of Vietnam’s educational reform policies, and STEM clubs play an important role in promoting experiential learning. This study surveyed 195 secondary school teachers to measure their perceptions of students’ STEM competence and to examine differences by region, school characteristics, and teachers’ experience in organizing STEM clubs. Data were collected using three scales (STEMCoBen, STEMCoDif, and STEMCoEva) and analyzed using one-way ANOVA. The findings indicate generally positive perceptions; however, statistically significant differences were found in teachers’ evaluations of students’ competence across regions (p < 0.05), school STEM-club availability (p < 0.001), and teachers’ club experience (p < 0.01). The results highlight contextual factors and teachers’ experience as critical determinants, suggesting the need for policies that strengthen teachers’ practical skills and their capacity to organize STEM activities.
Keywords
extracurricular education, STEM clubs, STEM competence, students, teacher perceptions
Article Details
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