An importance-performance analysis of teachers’ perception of STEM engineering design education

Yu Hung Chien*, Fang Yu Chang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


There is an increasing worldwide trend toward the development of science, technology, engineering, and mathematics (STEM) education using engineering design (ED) practice. Considering that teachers play pivotal roles in terms of student interest in STEM subjects and careers, it is important to explore teachers’ perceptions of STEM-ED education. We analysed survey data from 184 technology teachers who participated in empowerment training (using a STEM-ED curriculum) in 2017, 2018, 2021, and 2022. We used an importance-performance analytical model to investigate the teachers’ perceptions of STEM-ED itself, its impact on students, and the challenges experienced during implementation. The results showed that various improvements were required for STEM-ED promotion and for the preparation of STEM-ED lessons. Analysis of variance revealed that the age groups taught and the number of weekly teaching hours significantly affected the teachers’ perceptions of STEM-ED. These findings will assist educational institutions worldwide in planning future education policies, designing teacher empowerment courses, and understanding teachers’ needs in efforts to improve STEM-ED.

Original languageEnglish
Article number157
JournalHumanities and Social Sciences Communications
Issue number1
Publication statusPublished - 2023 Dec

ASJC Scopus subject areas

  • General Arts and Humanities
  • General Economics,Econometrics and Finance
  • General Business,Management and Accounting
  • General Social Sciences
  • General Psychology


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