STEAM-BASED LEARNING: CHALLENGES, AND DEGREE OF EMPLOYABILITY FROM MATH TEACHERS’ PERSPECTIVES

Abstract

The study aimed to investigate the implementation of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning approach among mathematics teachers in government schools located in the Jordanian capital, Amman. Specifically, the study explores the teachers' perspectives on the utilization of STEAM in their teaching practices, and identify the challenges they encountered during the implementation. Following a mixed-method approach, the study employed both quantitative and qualitative data collection techniques to achieve the study's objectives. The researcher utilized a questionnaire and conducted interviews with a sample of 304 teachers selected randomly from government schools in Amman. The study found that the degree of employment for the STEAM approach in teaching mathematics among teachers was moderate. Furthermore, no statistically significant differences were observed based on gender. However, there were statistically significant differences attributed to the variable of training courses, favoring those who received specialized STEAM training. Similarly, statistically significant differences were found attributed to the teaching experience variable, favoring those with five years or more of experience. Moreover, the study identified several challenges faced by mathematics teachers while implementing the STEAM approach, categorized as challenges related to the teacher, challenges related to the students, challenges related to the curriculum and content, and challenges related to the school and classroom environment. Based on the findings, the researcher provided several recommendations.

Keywords: Mathematics teachers' employment, government schools, STEAM approach, challenges.