Department

Management Information Systems

Document Type

Conference Proceeding

Publication Title

Proceedings of the Fifteenth ICT for Africa Conference

Abstract

There is a global focus on Science, Technology Engineering Mathematics (STEM) as an engine of economic prosperity and significant research has developed instructional strategies that ease integrated STEM teaching. These instructional practices are not implemented by teachers and relatively fewer students successfully engage in STEM education. But the extent to which current reform-based instructional practices contribute to STEM education is not known. This study explores STEM education in Cameroon and establishes evidence of the degree to which current practices contribute to integrated STEMs. Data is collected through review of literature, interviews, focus group discussions with secondary school teachers of STEM disciplines knowledgeable in the Competency-Based curriculum pedagogic practices. STEM perspectives are analysed and instructional practices are modelled to explain teacher progression from current practices to those of integrated STEM. The study contributes to knowledge by establishing how STEM educational practices can build on existing curriculum and teacher pedagogical practices, thereby, removing barriers usually encountered when change is introduced in a process. Findings will broaden STEM research and contribute to the current discussions on STEM education as a core factor for sustainable growth and economic emergence.

Publication Date

7-2024

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