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

Charles Kojo Assuah, Robert Benjamin Armah, Rufai Sabtiwu, Grace Abedu and Stephanie Assuah Author-Workplace-NameDepartment of Science Education, University of Education, Winneba
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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

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 5, 868-879

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

Date: 2022
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