Investigating the STEM edu-preneurship training and intentions of pre-service science teachers

Abstract

The study analyzed preservice science teachers’ STEM entrepreneurship training and intentions based on their knowledge and awareness. The study hence adopted a descriptive survey research design. Using a mixed-study approach, the study collected data on the perceived prospects, challenges faced, and strategies to enhance the knowledge of STEM among preservice teachers. The findings show that 65.4% of the respondents have a moderate level of STEM knowledge, underscoring the need for improvement to significantly impact STEM entrepreneurship knowledge which was seen to be 50%. The findings indicate no significant relationship between STEM knowledge and awareness of STEM entrepreneurship (χ2(4, .) = 3.663, p = .056, p > 0.05), nor between the program of study and the level of knowledge and awareness of STEM entrepreneurship (χ2(4, .05) = 3.663, p > 0.05). Additionally, there is no significant difference in STEM scores across different programs such as Biology, Chemistry, and Physics, reaffirming the lack of influence between these variables (F(2, .73) = 0.688, p = .506).