EVALUATION OF THE CURRENT STATE OF STEMS EDUCATION IN HIGH SCHOOLS: A SURVEY ON TEACHERS' PERSPECTIVES

This study aims to evaluate the current state of STEM education in high schools from the perspective of teachers, with a focus on identifying strengths, weaknesses, and challenges in current teaching practices. The primary objective is to gather insights into teachers' perceptions of STEM education and to provide recommendations for enhancing its effectiveness. A cross-sectional survey design was employed, targeting high school teachers who teach STEM-related subjects across Vietnam. The survey has collected 50 survey votes to ensure the conditions for inclusion in the analysis. The survey, administered online via Zalo and email from June 30 to July 30, 2024, consisted of five sections: demographic information, attitudes towards STEM education, current teaching practices, challenges in STEM education, and open-ended questions for additional comments. The survey utilized a Likert scale to measure teachers' attitudes and perceptions, with data analyzed using SPSS 20.0. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were calculated to summarize the responses. A Cronbach's Alpha value of 0.886 indicated high internal consistency and reliability of the survey items. Key findings reveal that teachers generally have positive perceptions of STEM education, recognizing its importance and benefits for student development. However, significant challenges were identified, including difficulties in accessing adequate resources, time-intensive preparation, and the need for better assessment tools. Additionally, there is a strong demand for professional development and greater institutional support. The study's implications suggest that educational institutions should increase investment in high-quality STEM teaching materials and tools, enhance professional development programs, develop robust assessment methods, and foster a supportive school environment. Addressing these challenges can improve the quality and consistency of STEM education, ultimately benefiting both teachers and students.