Asian Journal of Education and Social Studies

The study examined mathematics teachers’ perceptions of students’ mathematical problem-solving and classroom implementation of STEM–Computational Thinking (STEM–CT) practices following professional development. Using a sequential explanatory mixed-methods design, 61 mathematics teachers from five public second-cycle institutions in the Central Region of Ghana were recruited through convenience and purposive sampling. Data were collected using pre- and post-implementation questionnaires, a structured classroom observation checklist, and semi-structured interviews. Quantitative questionnaire data were analysed using descriptive statistics, classroom observation data were analysed using frequencies, percentages, means, and standard deviations, and qualitative data were analysed using thematic analysis. Teachers’ pre-professional-development ratings (M = 1.85, SD = 0.696) were similar to their post-implementation ratings (M = 1.84, SD = 0.819). Observations of nine teachers showed evidence of decomposition, pattern recognition, abstraction, and algorithmic thinking. Pattern recognition and abstraction demonstrated the strongest implementation, while decomposition and algorithmic thinking were predominantly above average; algorithmic thinking showed greater variation. Qualitative findings indicated teacher-observed problem analysis, logical and step-by-step reasoning, creativity, persistence, and alternative solution strategies. Because the pre- and post-implementation questionnaires had different referents and the study lacked direct student-level assessments and a control/comparison group, the findings should not be interpreted as evidence of change in students’ problem-solving performance or as a causal effect of STEM–CT instruction. The study provides evidence of teachers’ perceptions, classroom implementation, and reported observations following professional development.