Assessing the Role of STEM Curriculum in Promoting Skill Acquisition among Senior Secondary School Students in Bichi Local Government Area of Kano State

Abstract

Abstract In the face of rapid global technological advancement, Science, Technology, Engineering, and Mathematics (STEM) education has emerged as a strategic tool for equipping youths with employable and entrepreneurial skills. This study was conducted to assess the role of STEM curriculum in promoting skill acquisition among senior secondary school students. The study had three main objectives: (1) to examine the implementation of the STEM curriculum in Bichi LGA, (2) to assess its contribution to students’ acquisition of practical, technical, and entrepreneurial skills, and (3) to identify the challenges hindering its effective implementation. Corresponding research questions were formulated to guide the study. A descriptive survey research design was adopted. The study population comprised 3,860 students and 60 STEM subject teachers across 18 public and 3 private secondary schools. A sample size of 353 respondents which includes 338 students and 15 teachers was selected using multi-stage sampling technique. Data were collected using structured questionnaires developed by the researchers. Content validity was ensured through expert review, while the reliability of the instrument was confirmed using the Cronbach Alpha method, with a pilot test yielding a coefficient of 0.70. The data was analyzed using descriptive statistics mean and standard deviations, via SPSS version 23. The findings showed that while STEM subject are taught, the integration of practical learning and real-life applications is limited. Students acknowledged improvement in creativity and critical thinking but felt unprepared for employment. Teachers reported similar challenges, emphasizing poor infrastructure, lack of training, and inadequate teaching resources. The study concludes that effective STEM implementation in Bichi LGA is constrained by structural and pedagogical gaps. It recommends investment in infrastructure, teacher training, practical learning methods, and partnerships with industries and NGOs to improve student outcomes and ensure the curriculum fulfills its transformative potential.

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