Validating STEM Pedagogical Content Knowledge Scale for Secondary School Mathematics Teachers

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Noor Anita Rahman, Roslinda Rosli, Azmin Sham Rambely


Science, technology, engineering, and mathematics (known as STEM) field and related jobs are increasingly
demanding, so teachers must be equipped with STEM-based knowledge during classroom instruction in preparing students
with STEM-relevant skills. However, past studies showed that many teachers were less confident in applying the knowledge
that practically affected students’ interest in STEM opportunities. In this study, researchers intend to measure the validity
and reliability of the STEM pedagogical content knowledge instrument (STEMPCK Scale) using the Rasch model analysis.
The online survey was distributed to 23 mathematics secondary school teachers' participation. The data was analyzed using
Winsteps version software. The finding showed that all the items are valid, reliable, and compatible to measure
STEM-based knowledge among school teachers. The implications of the research are discussed

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