Primary School Mathematics Teachers’ Perceptions and Challenges in Implementing Classroom-Based Assessment (CBA) in STEM Mathematics Education

This study aims to determine primary school teacher’s perception of STEM integration in mathematics education and the challenges faced in implementing Classroom Assessment for Mathematics learning. The design of this study is quantitative survey research that involved 30 of mathematics teacher in primary school around Kuantan, Pahang. The instrument used in this study was two questionnaires. The main objective of this study was to determine teachers’ perception and challenges faced in implementing Classroom-Based Assessment (CBA) for STEM Mathematics learning. The data obtained was analyzed by using the Statistical Package for Social Science (SPSS) version 20.0 . The study findings show indicating that teachers strongly agree that implementing STEM in learning requires teachers to possess a higher level of mathematical skills(highest mean score at 4.47 ,S.D.= 0.51) and pedagogical support may be beneficial in helping teachers integrate STEM more effectively into mathematics instruction. The most dominant challenge faced by teachers is time constraints( highest mean score of 4.27 ,SD = 0.58).