A STEM Teachers’ Perspective: Mobile Application Consumption and Their Impact on Students' Creative Academic Performance

Abstract

This study examines the effect of professional development (PD) programs on STEM teachers’ capacity to integrate STEM content into K-12 classrooms in China, employing a rigorous mixed-methods design. The study combines a systematic literature review (SLR) of empirical studies (2016–2023) from major databases (Web of Science, Scopus, ERIC, and CNKI) with quantitative data collected through stratified random sampling of 550 participants (150 teachers, 200 students, and 200 parents) across rural Chinese high schools. The methodology features: (1) a PRISMA-guided systematic review with strict inclusion criteria focusing on STEM PD outcomes and (2) crosssectional surveys analyzed via SPSS regression to examine relationships between PD participation and teaching efficacy/student outcomes. Thematic findings revealed that mobile apps enhance interactive learning but face adoption challenges due to infrastructural gaps and inadequate teacher training. Quantitative results aligned with the technology acceptance model (TAM), indicating that perceived usefulness (PU) and perceived ease of use are primary drivers of adoption, while perceived risk (PR) negatively impacts behavioral intention. The study concludes that mobile learning holds significant potential for STEM education, but it requires targeted professional development, equitable resource allocation, and risk-mitigation strategies to achieve a scalable impact. Practical implications include policy recommendations for integrating mobile technologies into teacher training programs and addressing socioeconomic disparities in digital access.