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High School Mathematics Teachers’ Knowledge About Stem Education: The Ordinal Logistic Regression Model

Author

Listed:
  • Charles Kojo Assuah

    (Department of Mathematics Education, University of Education, Winneba)

  • Robert Benjamin Armah

    (Department of Mathematics Education, University of Education, Winneba)

  • Rufai Sabtiwu

    (Department of Mathematics Education, University of Education, Winneba)

  • Grace Abedu

    (Unipra South Inclusive Basic Schools, Winneba Basic Schools, Winneba)

  • Stephanie Assuah Author-Workplace-NameDepartment of Science Education, University of Education, Winneba

Abstract

This study analyses high school mathematics teachers’ knowledge about STEM education. Three hundred and fifty (350) Senior High School teachers, comprising one hundred and eighty-one (181) males and one hundred and sixty-nine (169) females, selected from schools in the central region of Ghana, participated in the study. The proportional odds model of the ordinal logistic regression comprising a five-point Likert scale (i.e., highly not aware, not aware, neutral, aware, highly aware) dependent variable, and continuous and nominal predictor variables were used for the study. The results indicated that the significant predictors were math attitude, teacher competency in math, motivation, Asanti, Fanti, Ewe, Ashanti, Bono, Northern, Savannah, and Volta, P

Suggested Citation

  • Charles Kojo Assuah & Robert Benjamin Armah & Rufai Sabtiwu & Grace Abedu & Stephanie Assuah Author-Workplace-NameDepartment of Science Education, University of Education, Winneba, 2022. "High School Mathematics Teachers’ Knowledge About Stem Education: The Ordinal Logistic Regression Model," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(5), pages 868-879, May.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:5:p:868-879
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    References listed on IDEAS

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    2. Jeffrey M Wooldridge, 2010. "Econometric Analysis of Cross Section and Panel Data," MIT Press Books, The MIT Press, edition 2, volume 1, number 0262232588, April.
    3. Thomas, Bibi & Watters, James J., 2015. "Perspectives on Australian, Indian and Malaysian approaches to STEM education," International Journal of Educational Development, Elsevier, vol. 45(C), pages 42-53.
    4. Salbiah Mohamad Hasim & Roslinda Rosli & Lilia Halim & Mary Margaret Capraro & Robert M. Capraro, 2022. "STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices," Mathematics, MDPI, vol. 10(7), pages 1-20, March.
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