Enhancing Liberian science teachers' perceived integrated STEM competence and values beliefs integrating : a dual-phased model for under-resourced settings /

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Student Theses

2024

Hackman, Salomey Tardy

Hong Kong : The Education University of Hong Kong

Thesis

This dissertation addresses the significant challenges of integrating Science, Technology, Engineering, and Mathematics (STEM) education in post-conflict Liberia, where resources such as electricity, internet access, and adequate infrastructure are scarce. The study investigates the efficacy of a context-sensitive, two-phased professional development (PD) model designed specifically for resource-constrained environments, aiming to enhance Liberian science teachers' perceived integrated STEM teaching competence and value beliefs. Grounded in Bandura's Social Cognitive theory, the research involved 62 science teachers (Control=31, Treatment=31) who participated in a 10-week offsite workshop followed by a 6-week period of school-based support. Quantitative data assessed changes in teachers' perceived competence and value beliefs, while qualitative data from interviews provided deeper insights into the experiential aspects of the workshop (N=20 teachers) and the school-based support (N=6 teachers).Findings revealed initially low levels of perceived competence and diverse value beliefs among teachers, attributed to limited experience with integrated STEM. The off-site workshop significantly improved perceived competence and value beliefs across all dimensions, with key factors including alignment with curriculum, adaptable materials, active engagement, demonstration lessons, reflection opportunities, feedback, collaboration, and program duration. On-site support emerged as crucial for navigating challenges and deepening engagement postworkshop, with enhanced teacher-facilitator collaboration, the use of locally sourced inexpensive materials, and contextualized feedback further solidifying these competencies. Direct classroom application of learned skills was instrumental in deepening teachers' value beliefs, even amidst ongoing resource limitations, with engineering design serving as a cornerstone.This research contributes new insights into effective PD strategies within under-resourced Sub-Saharan contexts, demonstrating the efficacy of a dual-phased PD model that bridges the gap between initial teacher training and continuous in-school support while adapting to the specific challenges of such environments. The findings advocate for dual-phased PD programs that emphasize collaborative interactions, the engineering design process, and the utilization of cost-effective, locally available resources to enhance both the perceived competence and value beliefs of teachers regarding STEM integration. The study underscores the importance of sustained school-based support and strategic resource allocation for policymakers in Liberia and similar settings to effectively support STEM education

LG51.H43 Dr 2024eb Hackmanst

https://educoll.lib.eduhk.hk/records/EpJ664yC