Assessing Science Teachers’ STEM Integration Practices in Secondary School Science Instruction: Evidence from Minna Education Zone, Niger State.

Abstract

(STEM) integration practices in secondary school science instruction in the Minna Education Zone of Niger State, Nigeria. A descriptive survey design was adopted, involving a sample of 291 science teachers selected through multistage sampling from 11 secondary schools across three Local Government Areas. Data were collected using a validated questionnaire titled Instructional Practices of Science Teachers for Promoting STEM Education in the Twenty-First Century, with a reliability coefficient of 0.81. Data analysis was conducted using descriptive statistics such as mean and standard deviation. Findings revealed that the extent of science teachers’ implementation of STEM-integrated instructional practices was low (M = 2.10, SD = 0.84), indicating that teachers rarely apply engineering design, open-ended problems, or technology integration in science classrooms. Similarly, instructional strategies that promote STEM learning, such as project-based, inquiry-based, and design-based approaches, were rarely employed (M = 2.24, SD = 0.97), with lecture methods remaining dominant. Moreover, assessment strategies used to evaluate students’ learning in integrated STEM education were limited, with teachers relying mainly on traditional methods such as interviews and reflective writing (M = 2.14, SD = 0.88). The study concludes that despite growing emphasis on STEM education, science teachers in the Minna Education Zone have not fully adopted integrative pedagogies and authentic assessments. It recommends continuous professional development programs focusing on STEM integration, provision of adequate instructional resources, to enhance the implementation of effective STEMbased instruction and assessment in secondary schools.