Teacher Awareness and Classroom Implementation of STEM and STEAM Teaching Strategies in Pakistani Secondary Schools

Abstract

This study examines current teaching strategies for STEM and STEAM education in Pakistani secondary schools, focusing specifically on the gap between teacher awareness and classroom implementation. A quantitative descriptive survey was conducted with 341 STEM/STEAM-engaged teachers (EST Science and SST Science) across Punjab, Sindh, Khyber Pakhtunkhwa, and Balochistan. A validated structured questionnaire measured awareness and implementation of twelve teaching strategies using a three-point dual rating scale. Data were analyzed using descriptive statistics, paired t-tests, one-way ANOVA, and independent t-tests. Traditional teacher-centered strategies (lecture, textbook, question-answer) were fully implemented (M > 2.50), while innovative STEM/STEAM strategies showed critically low implementation: inquiry-based learning (M = 1.68), project-based learning (M = 1.59), technology integration (M = 1.76), and arts integration (M = 1.45). Paired t-tests revealed statistically significant awareness-implementation gaps for all twelve strategies (p < .001), with largest gaps for collaborative learning (ΔM = 0.53, d = 0.67) and hands-on laboratory work (ΔM = 0.53, d = 0.65). Significant provincial disparities placed Baluchistan behind Punjab, and SST teachers outperformed EST teachers on innovative strategies. This is the first four-province empirical study to systematically measure the awareness-implementation gap in STEM/STEAM teaching strategies in Pakistan, providing evidence that policy awareness has not translated into classroom practice and identifying specific leverage points for reform.