Effectiveness of Science Technology Engineering and Mathematics (STEM) Programme in Improving Chemistry Academic Achievement of Students in Public Extra-County Secondary Schools in the North-Rift Region, Kenya

Abstract

The study aimed to establish the effectiveness of STEM education  in chemistry in extra-county secondary schools in North-Rift Region, Kenya. The study was anchored on Social Learning Theory. Convergent mixed methods research design was applied. The target population was 3550 form four students, 175 teachers of chemistry and 25 principals. Stratified, simple random and purposive sampling techniques were used to sample out 1108 respondents consisting of 1040 students, 52 teachers and 16 principals. Data were collected using a questionnaire, an interview guide and a lesson observation schedule. Reliability of the research instruments was examined using test-retest and split-half methods. Quantitative data were analysed using descriptive statistics and hypothesis was tested using the Chi-square test. Qualitative data were analysed using themes and presented in form of narratives and direct quotations. The study findings revealed that STEM education programme had been implemented in schools, evidenced by chemistry experiments carried out during lessons; good class organisation and safety of students noted in schools. Hypothesis results established that chemistry resources were evenly distributed in schools hence making school climate inviting. The study concluded that STEM education programme had been effectively implemented in public extra-county secondary schools in North-Rift Region, Kenya. The study recommends that the Ministry of Education should construct an innovation room (makerspace) in each STEM school to assist students in designing chemistry projects and storing them safely.