STEM Education Quality and Student Engagement in Urban-Rural Primary Schools in Shandong China

Abstract

China primary schools emphasis on STEM education, large disparities still exist in its implementation, notably between urban and rural educational institutions. This study indentify the correlation between the quality of STEM education and student engagement of primary school teachers in urban and rural areas. Using a correlational study design, the study collected data from 384 primary school teachers in Shandong, China through a structured questionnaire. The questionnaire prodbed into STEM education and measured student engagement on behavioral, emotional, and cognitive levels. Based on the results of the survey with (r = 0.719, p < .01), there was a very strong positive relationship between the quality of STEM education and student engagement. The regression results confirmed the quality of STEM education as a strong predictor of student engagement (R² = 0.614) while the school location also significantly explained the variation. Majorly, urban schools and not rural schools were the sources of higher scores for both the quality of STEM instruction and student engagement because of the following results. These effects further corroborate the previous findings that the key players in improving STEM experiences are the factors related to teaching. STEM education in China is still struggling with the gap between the myriad of challenges in different regions in realizing the full potential of STEM education, hence, the nation is nowhere near where they should aim to be. The need of the hour is an ever-increasing supply of capable and motivated professionals, well-versed in updated technology, in the realm of STEM. A more feasible scenario is generated in which learning is contextualized, student engagement, and, quite possibly, academic achievement will rise along with it. The conclusion underscores the significance of raising STEM education quality to ensure effective student engagement, especially in financially-weak rural areas. The research suggests policy options like the more extensive teacher training, fair resource allocation, and context-based curriculum change. They are the main elements of eliminating the urban-rural gap and realizing inclusive STEM education.