A Review of Integrated Science, Technology, Engineering, and Mathematics (STEM) Education in Africa: Implications for Revamping Science Education

Abstract

The innovation that drives the economy of nations in the 21st century is found in Science Technology Engineering and Mathematics (STEM) education. Given this several studies have reviewed STEM education from different viewpoints or perspectives, however, it is very clear that probably none has explored this subject matter from the African perspective and determined whether this contemporary educational reform is a myth or reality. Hence, the purpose of this study is to review STEM education scholarly work in Africa. The study was guided by three research questions. The process of systematic review involved three phases: identification, screening, and eligibility. The finding shows the number of articles on STEM education published yearly by research methodologies across different countries. Articles with non-empirical methods are shown during the research period. The finding shows about 60% of STEM education contributions were made by authors from Nigeria, followed by South Africa (12.8%), Ghana (10.7%) Cameron (6.4%), Uganda, Kenya, and Zimbabwe 6.4%, 4.2%, and 2.1%, respectively. The number of articles using quantitative methods research methodologies than qualitative and mixed methods, among other findings. These findings have implications for rebranding secondary education in Nigeria. More research is recommended to focus systematic review on a global level.