Integrated Stem Education Curriculum and Pupils Learning in Tubah Sub Division, Mezam Division, North West Region, Cameroon
DOI:
https://doi.org/10.47494/mesb.v29i.1568Keywords:
Integrated STEM Education Curriculum, Content, Teaching Methods, Teaching Materials and Evaluation StrategiesAbstract
Integrated STEM education approach combines the subject matter of two or more STEM subjects into a joint learning experience. This approach recognises that each STEM subject has overlapping, shared skills to offer. This work seeks to assess the impact of implementation of an integrated STEM education on pupils learning in the North West Region of Cameroon. The specific objective of the study was to find out the effect of content, teaching methods, teaching materials and evaluation strategies of integrated STEM education curriculum on pupils learning. The research methodology was a survey research design. The data was obtained from a 4-point Likert scale questionnaire and analysed using the statistical package for social sciences (SPSS) and hypothesis was tested with the T-test. The results show that there is a strong positive relationship between integrated STEM education curriculum and pupils‟ learning. It was recommended that primary school teachers should endeavour to master integrated STEM education curriculum and implement it in their classroom.
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