Influence of Science Technology Engineering and Mathematics (STEM) Education Programme on Students’ Performance in Chemistry in Extra-County Secondary Schools In North-Rift Region, Kenya

Abstract

The study examined the influence of Science, Technology, Engineering, Mathematics (STEM) education programme on students’ performance in chemistry in extra County Secondary Schools in North-Rift Region, Kenya. The study sought to establish the extent of students’ performance in Chemistry in extra county secondary schools as an effect of Science Technology Engineering and Mathematics (STEM) education programme. The study was anchored on Social Learning Theory. Causal comparative ex post facto research design guided the study. The target population was 3550 form four students and 175 teachers of chemistry. Simple random sampling was used to select six Counties in North-Rift Region. Stratified random sampling was used to separate schools into STEM and non-STEM schools and simple random sampling technique was then used to sample out students and teachers. The sample size consisted of 1092 respondents. Data were collected using a document analysis schedule and a chemistry achievement test. Reliability of the evaluation instruments was examined using test-retest method. Data were analysed using descriptive statistics and hypotheses were tested using t-test for independent groups. The study findings revealed that chemistry performance among students was good while the hypotheses results established that: students’ performance in chemistry in STEM schools (Mean 21.68, SD 6.17) was higher than in non-STEM schools (Mean 19.06, SD 7.15) and a significant difference existed between students’ performance based on gender whereby boys performed better than girls. Chemistry performance in schools was greatly associated with STEM Education programme under implementation, which was more effective in STEM schools than in non-STEM schools. The number of chemistry projects presented by students was higher in STEM (173) than in non-STEM schools (144). The study recommends that students should initiate STEM activities during club days. This will enable them to design and improve the quantity and quality of chemistry projects hence enhancing creativity and innovation.