REMODELLING EDUCATION FOR STUDENTS IN NIGERIA BY PROVIDING RELEVANT SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS LEARNING (STEM).

A Progress Evaluation of SUBEB Teacher Training and After School Initiative, Cross River State

Abstract

Over the past thirty years, it is evident that there has been little change in the methodology of teaching Science, Technology, Engineering, And Mathematics (STEM) in Nigeria. Consequently, Nigerian students have lagged, encountering difficulties in science and math proficiency. Despite national reform initiatives aimed at enhancing the situation, the absence of uniformity and a unified effort has resulted in negligible alterations in instructional methods. This research examined data from student and teacher programs conducted by State Universal Basic Education Board (SUBEB). The focus was on two programs implemented over a two-year period: STEM Bootcamps for children and Teacher training initiatives. The results indicated that these programs successfully enhanced learning and forged a robust link to the real world. Even though it was their initial encounter with STEM pedagogy, both educators and students recognized its worth and found it advantageous in grasping the concepts addressed during the programs. These favorable outcomes sparked conversations about expanding the pilot programs and considering the ramifications for policy and future research.