MEASURING VIETNAMESE TEACHERS’ PERCEPTIONS TO STEM COMPETENCE AND STUDENTS’ STEM COMPETENCE DEVELOPMENT THROUGH CLUBS
Main Article Content
Abstract
STEM education is a central focus of Vietnam’s educational reform policies, in which STEM clubs play a key 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 running STEM clubs. Data were collected using three scales (STEMCoBen, STEMCoDif, STEMCoEva) and analyzed using one-way ANOVA. The findings indicate generally positive perceptions, but statistically significant differences were found in teachers’ evaluations of students’ competence across regions (p < .05), school STEM-club availability (p < .001), and teachers’ club experience (p < .01). The results highlight that contextual factors and teachers’ experience are critical determinants, suggesting the need for policies that strengthen teachers’ practical skills and their capacity to organize STEM activities.
Article Details
References
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Th, T., & Current, K. (2025). Thực trạng học tập và xu hướng nghề nghiệp. 25, 53–58.
Thanh Nga, N., Thị Xuân Quỳnh, T., Phương Uyên, N., & Thanh Trung, T. (2022). Một Số Nghiên Cứu Về Năng Lực Stem Trên Thế Giới Và Đề Xuất Khung Năng Lực Stem. Tạp Chí Giáo Dục, 22(10), 48–53.
Thanh Trung, T., Thị Xuân Quỳnh, T., Phương Uyên, N., & Thanh Nga, N. (2022). Xây dựng và chuẩn hóa công cụ đánh giá năng lực STEM của học sinh trung học phổ thông tại thành phố Hồ Chí Minh. Ho Chi Minh city university of education journal of science, 19(05), 1255–1270. https://doi.org/https://doi.org/10.54607/hcmue.js.19.8.3408(2022)
Thao, N. P., Huong, L. T. T., Dinh, N. V., Hang, N. T. T., Quyen, C. V., Cuong, L. M., & Thao, T. T. P. (2024). Current Situation of Primary School Teachers’ Integrated Stem Teaching Competence: an Exploratory Study in the Northern Mountainous Provinces of Vietnam. Jurnal Pendidikan IPA Indonesia, 13(1), 64–75. https://doi.org/10.15294/jpii.v13i1.49636
Thuy, N. T. T., Bien, N. Van, & Quy, D. X. (2020). Fostering Teachers’ Competence of the Integrated STEM Education. Jurnal Penelitian Dan Pembelajaran IPA, 6(2), 166. https://doi.org/10.30870/jppi.v6i2.6441
To Khuyen, N. T., Van Bien, N., Lin, P.-L., Lin, J., & Chang, C.-Y. (2020a). Measuring teachers’ perceptions to sustain STEM education development. Sustainability (Switzerland), 12(4). https://doi.org/10.3390/su12041531
V. N. P. Le, L. T. N. and T. A. T. (2024). Barriers to Students’ Access to Stem Education in the Education System in Vietnam. 2024 9th International STEM Education Conference (ISTEM-Ed), Cha-Am, Hua Hin, Thailand, 1–7. https://doi.org/doi: 10.1109/iSTEM-Ed62750.2024.10663144.
Wade-Jaimes, K., Cohen, J. D., & Calandra, B. (2019). Mapping the evolution of an after-school STEM club for African American girls using activity theory. Cultural Studies of Science Education, 14(4), 981–1010. https://doi.org/10.1007/s11422-018-9886-9
Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration : Teacher Perceptions and Practice STEM Integration : Teacher Perceptions and Practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 1–13. https://doi.org/10.5703/1288284314636
Wu, Z., Huang, L., Liu, Y. K., & Chiang, F. K. (2024). Developing a Framework of STEM Literacy for Kindergarten Children. Research in Science Education, 54(4), 621–643. https://doi.org/10.1007/s11165-024-10157-6
Ayers, K. A., Wade-Jaimes, K., Wang, L., Pennella, R. A., & Pounds, S. B. (2020). The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN. The Journal of STEM Outreach, 3(1). https://doi.org/10.15695/jstem/v3i1.13
Bandura, A. (1994). Self-efficacy In VS Ramachaudran (Ed.). Encyclopedia of Human Behavior, 4, 71–81.
Bộ Giáo dục và Đào tạo. (2020). 3089 14.
British Council Viet Nam. (2023). STEM Education Programme. British Council Viet Nam. https://www.britishcouncil.vn/en/programmes/education/science-innovation/newton-programme-vietnam/stem?utm
Carnevale, A. P., Smith, N., & Melton, M. (2011). STEM: Science, Technology, Engineering, Mathematics. Georgetown University Center on Education and the Workforce.
Dịu, N. (2024). STEM trong trường học: Nuôi dưỡng đam mê nghiên cứu khoa học. Giáo Dục và Thời Đại. https://giaoducthoidai.vn/stem-trong-truong-hoc-nuoi-duong-dam-me-nghien-cuu-khoa-hoc-post669265.html
EngineeringUK. (2024). Motivators and barriers for STEM club engagement. https://www.tomorrowsengineers.org.uk/improving-practice/organisations/engineeringuk/
Falloon, G., Hatzigianni, M., Bower, M., Forbes, A., & Stevenson, M. (2020). Understanding K-12 STEM Education: a Framework for Developing STEM Literacy. Journal of Science Education and Technology, 29(3), 369–385. https://doi.org/10.1007/s10956-020-09823-x
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
Hu, C. C., Yeh, H. C., & Chen, N. S. (2020). Enhancing STEM competence by making electronic musical pencil for non-engineering students. Computers and Education, 150(123), 103840. https://doi.org/10.1016/j.compedu.2020.103840
Jack, G. U. (2022). Assessing science teachers attitude, knowledge and application of stem education in taraba state. In Ajemates African Journal of Educational Management, Teaching and Entrepreneurship Studies (Vol. 7, Issue 2).
Mao, G., Zhang, Q., Ma, T., Li, F., & Lan, M. (2024). Investigating how subject teachers transition to integrated STEM education: A hybrid qualitative study on primary and middle school teachers. Humanities and Social Sciences Communications, 11(1), 1–11. https://doi.org/10.1057/s41599-024-03565-6
Mnion, L., Morrison, K., & Louis, C. (2007). Research Methods in. In Education And Training (Issue August).
Nguyen, N. T. P., & Tran, L. H. (2024). Uncovering the Challenges and Requirements of Elementary School Teachers in Implementing STEM Educational Activities in Vietnam. International Journal of Learning, Teaching and Educational Research, 23(6), 373–390. https://doi.org/10.26803/ijlter.23.6.17
Phuong, P. N. T., & Hong, B. Van. (2024). Science, Technology, Engineering, and Mathematics (STEM) Education in the New General Education Curriculum of Vietnam. Asten Journal of Teacher Education, 2024(Special Issue). https://doi.org/10.56278/asten.vi.2702
Prendergast, M., Murphy, C., O’Neill, A., & Roche, J. (2018). Trinity Walton Club: What is its Potential for Promoting Interest in STEM? European Journal of STEM Education, 3(1), 1–9. https://doi.org/10.20897/ejsteme/83659
Secretary, E. C., Affairs, G., & Kariuki, S. (2017). Strengthening STEM education in Kenya.
Sejati, B. K., Firman, H., & Kaniawati, I. (2017). STEM-based workbook: Enhancing students’ STEM competencies on lever system. AIP Conference Proceedings, 1848. https://doi.org/10.1063/1.4983973
Sơn, Đ. H. (2023). Ngày hội STEM Quốc gia: Hành trình truyền cảm hứng và thay đổi nhận thức. Khoa Học và Phát Triển. https://khoahocphattrien.vn/chinh-sach/ngay-hoi-stem-quoc-gia-hanh-trinh-truyen-cam-hung-va-thay-doi-nhan-thuc/20230518100147681p1c785.htm?utm
Th, T., & Current, K. (2025). Thực trạng học tập và xu hướng nghề nghiệp. 25, 53–58.
Thanh Nga, N., Thị Xuân Quỳnh, T., Phương Uyên, N., & Thanh Trung, T. (2022). Một Số Nghiên Cứu Về Năng Lực Stem Trên Thế Giới Và Đề Xuất Khung Năng Lực Stem. Tạp Chí Giáo Dục, 22(10), 48–53.
Thanh Trung, T., Thị Xuân Quỳnh, T., Phương Uyên, N., & Thanh Nga, N. (2022). Xây dựng và chuẩn hóa công cụ đánh giá năng lực STEM của học sinh trung học phổ thông tại thành phố Hồ Chí Minh. Ho Chi Minh city university of education journal of science, 19(05), 1255–1270. https://doi.org/https://doi.org/10.54607/hcmue.js.19.8.3408(2022)
Thao, N. P., Huong, L. T. T., Dinh, N. V., Hang, N. T. T., Quyen, C. V., Cuong, L. M., & Thao, T. T. P. (2024). Current Situation of Primary School Teachers’ Integrated Stem Teaching Competence: an Exploratory Study in the Northern Mountainous Provinces of Vietnam. Jurnal Pendidikan IPA Indonesia, 13(1), 64–75. https://doi.org/10.15294/jpii.v13i1.49636
Thuy, N. T. T., Bien, N. Van, & Quy, D. X. (2020). Fostering Teachers’ Competence of the Integrated STEM Education. Jurnal Penelitian Dan Pembelajaran IPA, 6(2), 166. https://doi.org/10.30870/jppi.v6i2.6441
To Khuyen, N. T., Van Bien, N., Lin, P.-L., Lin, J., & Chang, C.-Y. (2020a). Measuring teachers’ perceptions to sustain STEM education development. Sustainability (Switzerland), 12(4). https://doi.org/10.3390/su12041531
V. N. P. Le, L. T. N. and T. A. T. (2024). Barriers to Students’ Access to Stem Education in the Education System in Vietnam. 2024 9th International STEM Education Conference (ISTEM-Ed), Cha-Am, Hua Hin, Thailand, 1–7. https://doi.org/doi: 10.1109/iSTEM-Ed62750.2024.10663144.
Wade-Jaimes, K., Cohen, J. D., & Calandra, B. (2019). Mapping the evolution of an after-school STEM club for African American girls using activity theory. Cultural Studies of Science Education, 14(4), 981–1010. https://doi.org/10.1007/s11422-018-9886-9
Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration : Teacher Perceptions and Practice STEM Integration : Teacher Perceptions and Practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 1–13. https://doi.org/10.5703/1288284314636
Wu, Z., Huang, L., Liu, Y. K., & Chiang, F. K. (2024). Developing a Framework of STEM Literacy for Kindergarten Children. Research in Science Education, 54(4), 621–643. https://doi.org/10.1007/s11165-024-10157-6