scholarly journals Trend Analysis of Students’ Academic Performance in Selected Science, Technology, Engineering, and Mathematics Subjects in Ogun State Basic Education Certificate Examination (OG-BECE), Nigeria, from 2011 to 2015: A Projection for Five Years

2018 ◽  
Vol 29 (2) ◽  
pp. 110-116
Author(s):  
Peter Abayomi Onanuga ◽  
◽  
Adewale O. Saka ◽  
Keyword(s):  
Trend Analysis ◽  
Teaching And Learning ◽  
Basic Education ◽  
Target Population ◽  
Ogun State ◽  
Science Technology ◽  
Ex Post ◽  
Certificate Examination ◽  
The Government ◽  
And Mathematics

The study investigated the trend of performance of students in selected Science, Technology, Engineering, and Mathematics (STEM) subjects in the Basic Education Certificate Examination (BECE) conducted by Ogun State Ministry of Education, Science and Technology, Nigeria. The study adopted an ex post facto research design to carry out the trend analysis of students’ results in the examination from 2011 to 2015. All the students that enrolled and sat for the BECE examinations constituted the target population while the students that sat for the selected STEM subjects (Mathematics, Basic Science, and Basic Technology) within the years under review constituted the sample for the study. The results of these students were collected and analyzed using Microsoft Excel with its in-built trend line capabilities. The results showed that students performed well in the selected STEM subjects in the years under review. Furthermore, the study revealed that while performance in other subjects will continue to improve steadily, performance in mathematics will dwindle between 2016 and 2018 and then will begin to steadily improve from 2019 to 2020. It is recommended that the government should continue to support teaching and learning of STEM subjects in all tiers of education.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

scholarly journals HOME CLASS: EDUCATIONAL ALTERNATIVE IN TIMES OF PANDEMIC FOR STUDENTS ENROLLED IN BASIC EDUCATION IN THE STATE OF AMAZONAS, BRAZIL

2021 ◽  
pp. 113-114
Author(s):  
Melise Maia Ribeiro
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Basic Education ◽  
The State ◽  
Pedagogical Practices ◽  
New Directions ◽  
The Government

The objective of this research is to know new decisions about the teaching and learning process in the context of the pandemic in the state of Amazonas, Brazil. The pandemic suspended classroom classes at more than 200 schools, causing the reorganization of pedagogical practices in distance education. The result was the applicability of the Special Regime of Non-Attendance Classes adopted by the Government of Amazonas (Aula em Casa Project). It is concluded that new directions can be taken from formal education in view of this new reality.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

scholarly journals Influence of Cultural Factors on Pupil’s Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Mr. Peter Murage Mwangi ◽  
Prof. Kanjogu J. ◽  
Dr. Ngunjiri, M.
Keyword(s):  
Secondary Schools ◽  
Civic Education ◽  
Primary Schools ◽  
Target Population ◽  
Cultural Factors ◽  
Study Data ◽  
Design Data ◽  
Significance Level ◽  
Ex Post ◽  
The Government

From 2017, the government of Kenya aimed at attaining 100 percent transition rate of pupils from primary to secondary schools. In Laikipia West Sub-County whose primary schools are focused by the study, transition from primary to secondary schools averaged at 54.9% from 2008 to 2015. Cultural factors are highlighted in literature as to undermine transition of pupils from primary to secondary schools. The purpose of the study was to determine the extent to which cultural factors influence pupils’ transition from primary to secondary schools in Laikipia West Sub-county in Kenya. Using ex-post facto research design, data was collected using self-delivered questionnaire from a target population of 1064 respondents. The study was carried out on a randomly sampled population of 411 respondents, composed of 280 teachers and 131 PTA chairpersons in public primary schools in the area of study. Data was analyzed using simple regression at .05 alpha level. Findings from the study revealed that cultural factors were significantly influencing transition of pupils from primary to secondary schools (β= - .790) at 0.5 significance level. The study recommended that local leaders should organize for civic education in order to address the identified transition challenges so as to attain a 100% rate of progression to secondary schools.

scholarly journals Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education

2019 ◽  
Vol 5 (1) ◽  
pp. 3-14
Author(s):  
Adewale Owodunni Saka ◽  
Peter Aboyami Onanuga
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Teacher Effectiveness ◽  
Local Area ◽  
Instructional Materials ◽  
School Level ◽  
Ogun State ◽  
Science Technology ◽  
Secondary School Level ◽  
And Mathematics

This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.

scholarly journals Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities

2019 ◽  
Vol 2019 ◽  
pp. 1-29 ◽  
Author(s):  
Alcardo Alex Barakabitze ◽  
Anangisye William-Andey Lazaro ◽  
Neterindwa Ainea ◽  
Michael Hamza Mkwizu ◽  
Hellen Maziku ◽  
...  
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Skills Training ◽  
Sub Saharan Africa ◽  
Education Systems ◽  
Science Technology ◽  
Challenges And Opportunities ◽  
Living Labs ◽  
Sub Saharan ◽  
And Mathematics

This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and applications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.

scholarly journals Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

2020 ◽  
Vol 12 (6) ◽  
pp. 2279 ◽  
Author(s):  
Francisco-Javier Hinojo-Lucena ◽  
Pablo Dúo-Terrón ◽  
Magdalena Ramos Navas-Parejo ◽  
Carmen Rodríguez-Jiménez ◽  
Antonio-José Moreno-Guerrero
Keyword(s):  
Teaching And Learning ◽  
Web Of Science ◽  
Research Papers ◽  
Scientific Performance ◽  
New Era ◽  
Word Analysis ◽  
Science Technology ◽  
Women And Science ◽  
And Mathematics ◽  
Educational Field

Technological progress is causing terms such as “STEM”, an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is to analyze the trajectory and the transcendence of the “STEM” concept in the educational field, having as reference the reported literature of Web of Science. The methodology applied in this research is based on bibliometrics, analyzing both the performance and the structural and dynamic development of the concept through a co-word analysis. The total number of documents analyzed is 4390. The results show that the scientific community mainly uses English and research papers to present their results. From 2015 onwards, the main lines of research are beginning to be established, which focus on “women” and “science”. It can be concluded that the term “STEM” in education is beginning to have a greater incidence and impact on the processes of teaching and learning, especially in the field of science, although there are currently discrepancies between men and women in its use.

scholarly journals A Trend Analysis of Junior High School Pupils’ Performance in the Basic Education Certificate Examination (BECE) in Ghana

2021 ◽  
Vol 10 (3) ◽  
pp. 79
Author(s):  
Regina Mawusi Nugba ◽  
Frank Quansah ◽  
Francis Ankomah ◽  
Enoch Ewoenam Tsey ◽  
Vera Rosemary Ankoma-Sey
Keyword(s):  
High School ◽  
Trend Analysis ◽  
Junior High School ◽  
Basic Education ◽  
Junior High ◽  
Certificate Examination

scholarly journals Multilingualism as Curriculum Policy in Cameroon Education System

2020 ◽  
pp. 26-35
Author(s):  
Yaro Loveline
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Sustainable Growth ◽  
Indigenous Languages ◽  
National Language ◽  
Curriculum Policy ◽  
Secondary Sources ◽  
The Government

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools,  and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

scholarly journals Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2496
Author(s):  
Genaro de Gamboa ◽  
Edelmira Badillo ◽  
Digna Couso ◽  
Conxita Márquez
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Scientific Activity ◽  
Scientific Practices ◽  
Learning Sequence ◽  
Mathematical Connections ◽  
Science Technology ◽  
Real Population ◽  
And Mathematics ◽  
Mathematics And Science

In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils’ engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections.

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