International Journal of Childhood, Counselling, and Special Education

Volume 6 - Issue 1 (2) | PP: 14 - 22 Language : English

Teachers’ Perspectives Towards Using STEAM Approach in English Classrooms

Filza Batool ,
Muhammad Arfan Lodhi
Received Date Revised Date Accepted Date Publication Date
18/3/2024 13/4/2024 23/4/2024 5/6/2024
Objectives: The aim of this study is to see the perception of teachers towards STEAM approach in teaching students. The research asserts towards different views teachers have created for STEAM in educating students. This study highlights the awareness of STEAM pedagogy, and the challenges they may face during instructional implementation. Although, it is difficult to implement STEAM successfully, but it is a useful tool in teaching students' practical knowledge and skills. Methods: The present study is adopted using quantitative research method. The sample size selected from total population of teachers in Bahawalpur district were 50 in total. There were 25 males and 25 females who were selected through convenient sampling technique. Self-developed inventory was used as research tool to collect data from participants. Results: The findings of the study showed that the teachers are aware of using STEAM in classrooms and it greatly helps them to teach applied skills and knowledge. The results show that although teachers felt difficulty in evaluation and assisting students, they still feel that STEAM is a multi-disciplinary approach which is a great way to utilize full potential of students and makes teaching and learning exciting. Conclusions: The cumulative discussions that were found in the light of the study concluded that teachers wanted to implement STEAM in the classrooms, but they also wanted proper facilities and structure for applying this approach successfully as it requires training and resources.

How To Cite This Article
Batool , F. & Lodhi , M. A. (2024). Teachers’ Perspectives Towards Using STEAM Approach in English Classrooms. International Journal of Childhood, Counselling, and Special Education, 6 (1), 14-22, 10.31559/CCSE2024.6.1.2

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