Table 3 Analysis results of the IPA questions.
From: An importance-performance analysis of teachers’ perception of STEM engineering design education
Aspects/Questions | Mean (SD) | IPA quadrant/category | |
|---|---|---|---|
Importance | Performance | ||
The perception of STEM-ED itself | 4.45(0.53) | 4.32(0.59) | |
1. Promoting STEM-ED to students’ interest and future talents in STEM fields. | 4.61(0.49) | 4.29(0.76) | II/C |
2. Recommendation of STEM-ED to colleagues. | 4.42(0.73) | 4.40(0.73) | IV/P |
3. Implementation of STEM-ED courses in teaching. | 4.33(0.71) | 4.26(0.74) | III/L |
The impact of STEM-ED on students | 4.36(0.46) | 4.27(0.63) | |
4. Students’ critical thinking. | 4.42(0.50) | 4.28(0.77) | I/K |
5. Students’ creativity. | 4.56(0.59) | 4.37(0.74) | I/K |
6. Students’ personal traits. | 4.09(0.68) | 4.09(0.80) | III/L |
7. Students’ choices in STEM disciplines. | 4.37(0.58) | 4.28(0.77) | I/K |
Challenges in implementing STEM-ED | 4.68(0.32) | 3.75(0.66) | |
8. Support of administration and finance. | 4.85(0.36) | 3.87(0.94) | I/K |
9. Readiness of STEM-ED lessons. | 4.75(0.48) | 3.76(0.87) | II/C |
10. Workload | 4.57(0.50) | 3.68(0.88) | III/L |
11. Use of new equipment and media. | 4.59(0.55) | 3.67(0.94) | III/L |
Opinions of the STEM-ED empowerment course | 4.52(0.40) | 4.48(0.49) | |
12. Provision of empowerment training in STEM-ED teaching strategy. | 4.62(0.49) | 4.49(0.60) | I/K |
13. Promotion of empowerment training. | 4.53(0.50) | 4.58(0.66) | I/K |
14. Appropriate content of empowerment training. | 4.57(0.50) | 4.49(0.65) | I/K |
15. Length of empowerment training. | 4.35(0.70) | 4.36(0.75) | III/L |
