A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education
Usman Galadima1, Zaleha Ismail2, Norulhuda Ismail3
1Usman Galadima, Department of Science Education, Sokoto State University, Sokoto, Nigeria.
2Zaleha Ismail, Department of Science, Mathematics and Creative Multimedia Education, Universiti Teknologi Malaysia.
3Norulhuda Ismail, Department of Science, Mathematics and Creative Multimedia Education, Universiti Teknologi Malaysia.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 1272-1281 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11810585C19/19©BEIESP | DOI: 10.35940/ijeat.E1181.0585C19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: The development of any country in the world depends largely on its escalating focus on integrated science, technology, engineering, and mathematics (iSTEM). Over the years in Nigeria, there are calls for action to integrate STEM disciplines as the pre-service teachers are only receiving training in the separate field of STEM. Therefore, the purpose of this study was to determine the effectiveness of the iSTEM course as a new pedagogy for training the pre-service mathematics teachers’ readiness in teaching the iSTEM disciplines in Sokoto State, Nigeria. The study utilised one group quasi-experimental research design. Purposive sampling was used in choosing all the 54 pre-service mathematics teachers in their 300-level undergoing a teacher training programme in Sokoto State University, Nigeria. The participants underwent a 5-week iSTEM course organised by the researchers that focused on the five levels of integration that include: Single, Combine, Multiple, Engineering Projects, and Fully Integrated STEM disciplines. Data was collected through the iSTEM pre- and post-survey Questionnaire (iSTEM-SQ) and analysed using descriptive statistics. The bar graph and non-parametric Wilcoxon Signed Ranks test were also used in describing the effectiveness of the pre- and post-survey test. The findings indicated that the iSTEM course was effective in preparing and empowering the pre-service mathematics teachers’ pedagogical strategy for teaching integrated STEM in their future classroom instruction. The paper also recommends for incorporation of the iSTEM approach in the curriculum of pre-service mathematics teachers at the various institutions of learning in Nigeria.
Keywords: Integrated STEM, iSTEM Course, Pedagogy, Pre-service Mathematics Teachers.
Scope of the Article: Smart Learning and Innovative Education Systems