Email this article Effective Teacher Training on STEM and How it Affects Students’ Academic Performance
Abstract
In the 21st century, the demand for scientifically literate individuals with high-level cognitive and problem-solving skills has made STEM (Science, Technology, Engineering, and Mathematics) education a critical priority for global development. The effectiveness of STEM education is largely determined by the quality and preparedness of teachers, making teacher training a fundamental component in achieving improved student outcomes. This paper examined the role of effective teacher training in enhancing STEM instruction and its direct impact on student academic performance. It highlights that STEM teacher training equips educators with pedagogical tools, interdisciplinary approaches, and real-world applications that enhance students’ engagement, critical thinking, and academic success. Studies have shown that students taught by well-trained STEM educators exhibit higher comprehension levels, increased motivation, and better performance in assessments. Furthermore, trained teachers are better able to foster inclusive learning environments, support underrepresented groups, and prepare students for future STEM careers. The paper concludes that investing in continuous and practical STEM teacher training is essential for improving educational outcomes and building a competent STEM workforce for future societal needs.
Full Text:
PDFReferences
Alfred, M.V.; Ray, S.M.; Johnson, M.A. (2019). Advancing women of color in STEM: An imperative for US global competitiveness. Adv. Dev. Hum. Resour., 21, 114–132.
Ayushi, B. (2025). What is STEM Education and Why is it Important? Retrieved from https://www.geeksforgeeks.org/blogs/what-is-stem-education/
Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018). Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc.
Çepni, S. (2017). STEM education from practice to theory. Ankara: Pegem publishing.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report.
Dinçer, H. (2014). STEM education, and labour force. Journal of TÜSİAD, 85, 10-11.
Giovazolias, T., Syngelaki, E. M., & Papastylianou, A. (2019). Effectiveness of a teachers’ training program on their core self-evaluations, relationship with students and work engagement. Journal of Classroom Interaction, 54(2), 4-23.
Gorozidis, G., & Papaioannou, A. G. (2014). Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1-11.
Hill, H.C., Umland, K., Litke, E. & Kapitula, L.R. (2012). Teacher quality and quality teaching: Examining the relationship of a teacher assessment to practice. Am. J. Educ., 118, 489–519.
Israel, M., Maynard, K., & Williamson, P. (2013). Promoting literacy-embedded, authentic STEM instruction for students with disabilities, and other struggling learners. Teaching Exceptional Children, 45(4), 18-25.
Kazu, I.Y. & Yalçin, C.K. (2021). The Effect of Stem Education on Academic Performance: A Meta-Analysis Study. TOJET: The Turkish Online Journal of Educational Technology, 20(4), 101-116.
Koellner, K. & Greenblatt, D. (2018). In-service teacher education. obo in Education. doi: 10.1093/obo/9780199756810-0196.
Laddunuri, M. M. (2018). Status of school education in present Tanzania and emerging issues. International Journal of Education Research and Technology, 3(1) 6-11.
Lamas, H.A. (2017). School Performance. Propósitos y Representaciones, 3(1), 313-386.
Lantz, H. B. (2009). Science, Technology, Engineering, and Mathematics (STEM) education: What form? What function? CurrTech Integrations: Baltimore.
Lubienski, S.T., Lubienski, C. & Crane, C.C. (2008). Achievement differences and school type: The role of school climate, teacher certification, and instruction. Am. J. Educ., 115, 97–138.
Lynch, S. J., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening STEM instruction in schools: Meta-analytic findings on the impact of teacher professional development. Science Education, 103(4), 578-593.
Oliveira, C., Lopes, J., & Spear-Swerling, L. (2019). Teachers’ academic training for literacy instruction. European Journal of Teacher Education, 42(3), 315-334.
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self- efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of youth and adolescence, 48(2), 326-340.
Şahin, A., Ayar, M. C. & Adıgüzel, T. (2014). STEM related after-school program activities, and associated outcomes on student learning. Educational Sciences: Theory & Practice, 14(1), 13-26.
Saira, Zafar, N., & Hafeez, M. (2021). A critical review on discussion and traditional teaching methods. Psychology and Education Journal, 58(1), 1871-1886.
Sam, O. (2024). From Classroom to Career: The Influence of STEM Teacher Training. Retrieved from https://laort.edu/from-classroom-to-career-the-influence-of-stem-teacher-training/
Schütze, B., Rakoczy, K., Klieme, E., Besser, M., & Leiss, D. (2017). Training effects on teachers’ feedback practice: the mediating function of feedback knowledge and the moderating role of self-efficacy. ZDM, 49(3), 475 489.
Suleiman, I.B., Okunade, O.A., Dada, E.G. & Ezeanya, U.C. (2024). Key factors influencing students’ academic performance. Journal of Electrical Systems and Information Technology 11(41).
Tadese, M., Yeshaneh, A. & Mulu, G.B. (2022). Determinants of good academic performance among university students in Ethiopia: a cross-sectional study. BMC Med Educ 22, 395.
Thomas, T. A. (2014). Elementary teachers’ receptivity to integrated science, technology, engineering, and mathematics (STEM) education in the elementary grades. Unpublished PhD thesis, University of Nevada, Reno.
Tunc, C., & Bagceci, B. (2021). Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students. Pedagogical Research, 6(1), em0085.
Ulla, M.B. (2018). In-service teachers’ training: The case of university teachers in Yangon, Myanmar. Australian Journal of Teacher Education, 43(1), 66-77.
Vyad, B. (2024). The Student’s Guide to Improving Academic Performance: Tips and Tricks. Retrieved from https://www.allassignmenthelp.com/blog/academic-performance/
Wang, I. & Chiang, F. K. (2020). Integrating novel engineering strategies into STEM education: APP design and an assessment of engineering-related attitudes. British Journal of Educational Technology, 51(6), 1938-1959.
Wayne, A.J. & Youngs, P. (2019). Teacher characteristics and student achievement gains: A review. Rev. Educ. Res., 73, 89–122.
Willcox, M.R. (2019). Factores de riesgo y protección para el rendimiento académico: Un estudio descriptivo en estudiantes de Psicología de una universidad privada. Revista Iberoamericana de Educación, 55(1), 1-9.
William, P. J. (2011). STEM education: proceed with caution. Design, and Technology Education. An International Journal, 16(1), 26-35.
Wuryaningsih, W., Susilastuti, D., Darwin, M., & Pierewan, A. (2019). Effects of web-based learning and F2F learning on teachers achievement in teacher training program in Indonesia. International Journal of Emerging Technologies in Learning (iJET), 14(21), 123-147.
Yahaya, T.S. (2020). Self-Concept, Attitude to Course of Study and Academic Achievement among Students of Tertiary Institutions in Katsina State, Nigeria. Journal of Positive Psychology and Counselling, 7: 191-201.
Yıldırım, B. & Altun, Y. (2015). Investigating the effect of STEM education, and engineering applications on science laboratory lectures. El-Cezerî Journal of Science, and Engineering, 2(2), 28-40.
Zoloth, S. (2025). What Is STEM Education? Retrieved from https://www.nshss.org /resources/blog/blog-posts/what-is-stem-education/
Zulfiqar, M.S. (2016). Teachers’ perceptions about in service training at Federal Government Educational Institutions (Cantts/Garrisons). Lahore (Unpublished doctoral dissertation’s thesis). University of Education, Lahore.
Refbacks
- There are currently no refbacks.