An Evaluative Case Study of the Status and Quality of STEM Education in Senior High Schools in Ghana

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Following the utilization of positivist and interpretivism paradigms, the triangulation design convergence model was adopted to collect qualitative and quantitative data from 212 students and 17 teachers across two STEM schools using document analysis, questionnaires, interviews, and observations with equal weighing informing the interpretation. The analysis showed that the STEM curricula in the schools aligned with Ghana's STEM Education policy, with sufficient resources to support its implementation. However, student performance was average attributed to teachers' lack of experience in teaching STEM subjects. The study recommends a full integration of STEM curricula from early education through university to foster critical thinking and creativity. In-service teachers in STEM schools should be taken through rigorous professional development training on how to teach what they know to maximize their students’ interest. Furthermore, education training providers should design the rudiments of teaching STEM subjects and train pre-service teachers specifically for STEM Education. Finally, the Ministry of Education should establish efficient resource procurement systems to ensure the continuous supply of resources to STEM schools. STEM Education Quality Education Status Curriculum Pedagogy Evaluation. Figures Figure 1 Figure 2 Figure 3 1 Introduction STEM education, which includes Science, Technology, Engineering, and Mathematics, is widely recognized as a critical engine of innovation and economic development [ 41 ]. STEM-based knowledge and skills today dominate the global economy [ 2 ], and as a result, they have received widespread global recognition. STEM is a method that integrates science, mathematics, engineering, and technology into a cross-disciplinary curriculum based on inquiry strategies and problem-solving abilities for real-world situations [ 46 ] [ 23 ] [ 36 ]. Scholars propose offering students the opportunity to investigate, test, solve problems in a practical setting, and think critically [ 7 ] [ 29 ], thereby helping students act as scientists, explorers, and engineers; these points are at the basis of STEM education. Like many developing nations, Ghana strives to meet the demands of a rapidly evolving global landscape by emphasizing STEM education. Due to this, the country has gone through a series of educational reforms in an attempt to equip learners in educational institutions with the skills, competencies and awareness that would make them functional citizens who can contribute to the attainment of national goals [ 21 ] and compete internationally. To achieve this goal, the Government of Ghana through the Ministry of Education in its educational strategic plan noted that there should be improved equitable access to and participation in quality education [ 21 ]. This has been narrowed to a more achievable goal, that there should be an improved quality of teaching and learning of science, technology, engineering and mathematics (STEM) at all levels [ 21 ] including senior high schools. Based on Ghana’s strategic educational plan from 2018–2030 and international commitments, the government of Ghana has prioritized STEM education by integrating it into senior high school curricula to achieve its national goal of empowering citizens to tackle future challenges with 21st-century skills. According to Hulme, quality education is key to national development [ 29 ]. Access to quality education is an international developmental concern which is needed to be achieved by all nations [ 29 ]. Ghana has made access to education possible for all citizens with the introduction of the free education policy from basic to senior high school [ 37 ]. All children of school-going age have access to free education in Ghana but the quality of education is still a challenge to the nation as Hulme stated in Davies Papers Africa , “We should not focus on quantity or just access to education to eradicate poverty but access to quality education” [ 29 ]. Inadequate standardized human and material resources such as unqualified teachers, overcrowded classroom, inadequate furniture, poor ventilation, lack of books, lack of technological devices and internet access [ 5 ] [ 18 ] are some of the challenges facing quality education in Ghana but not limited to these. Some indicators of quality education are the improved standard of living [ 34 ], students’ higher achievements [ 52 ] and low rate of youth unemployment [ 9 ]. The youth unemployment rate is high with approximately 1.7 million youth unemployed in Ghana [ 23 ]. This could be attributed to a lack of creativity, innovation and problem-solving skills among the youth to thrive in the 21st century. To curb this challenge and make the quality of education a goal for national development, the Government of Ghana through the Ministry of Education held firmly in 2017 to introduce STEM education into its educational system through the Education Strategic Plan 2018–2030, by building new STEM SHS and furnishing some already existing senior high/technical school to run STEM curriculum vis-à-vis the already existing curriculum in science and ICT. Based on this, the study sought to investigate the status and quality of STEM education in Senior High Schools by responding to the questions below. Does the STEM education curriculum align with the national goal of STEM education? What is the level of Science, ICT and Engineering teachers’ knowledge, qualifications and experiences in teaching STEM courses? What are the science and technological resources available to teach STEM? What is the academic performance of students in the STEM schools? 1.1 Theoretical Framework In this study, the CIPP model of curriculum evaluation as seen in Fig. 1 provided a comprehensive and flexible framework for measuring, enhancing, and communicating the STEM education curricular effectiveness while offering a systematic approach to curriculum evaluation. The four major components that aided the evaluation of this STEM education curriculum were context evaluation, input evaluation, process evaluation, and product evaluation. Each model component focused on a distinct part of the STEM education curriculum, to provide a comprehensive review of the entire curriculum. With the context evaluation, the CIPP model evaluates the larger context or environment in which the curriculum operates within the country Ghana. Context evaluation in this study entailed assessing elements such as the social, economic, and political context, as well as the community's needs and aspirations, available resources, and cultural and ethical values, to determine the necessity of the STEM Education Curriculum in Ghana. Given the global background and present economic issues in the country such as Ghana's high rate of youth unemployment and the global domination of STEM-related occupations, this curriculum was necessary. The goal of the context review was to ensure that the curriculum was in line with the needs and priorities of the country and that it was responsive to the broader social and cultural context of the nation. The second component of the CIPP model used in this study was the input evaluation. This includes analyzing the curriculum design and planning, such as developing objectives and goals, selecting content and resources for STEM teaching, and determining teaching methods and strategies to be used by teachers to achieve the goals of the curriculum. Input review in this study tried to ensure that the curriculum was well-designed and adheres to strong educational concepts and practices. It also involved investigating the ideas and beliefs that govern the design of the STEM education curriculum. The CIPP model's third component was the process evaluation which was used to assess the instruction delivery, resource use, and student learning assessment. Process evaluation aimed to ensure that the curriculum was being implemented effectively and has the desired impact on student learning in the STEM schools. Process assessment in this study also involved assessing the quality of teaching and learning been the alignment of the specific objective in the curriculum with their respective assessment methodology, as well as the amount to which the curriculum meets the requirements of individual students in the STEM schools. Product Evaluation was the CIPP model's fourth and final component adopted to judge the STEM education curriculum. This includes assessing the curriculum's outcomes or results, such as achievement of curricular objectives, influence on student learning, and overall curriculum effectiveness. Product evaluation in this study strived to provide a full assessment of the curriculum while also identifying opportunities for improvement. Product review also included assessing how well the curriculum prepares students for success in their chosen occupations or academic pursuits. The theory that guided the evaluation of the STEM curricula among the two STEM school is shown in Fig. 1. 1.2 Ghana’s Goal for STEM Education In October 2015, Ghana's Minister of Education established a sectoral taskforce to create a revised Education Strategic Plan (ESP) 2018–2030, which would supersede all previous plans. The fundamental rationale for this was to match Ghana's education priority with the evolving global development agenda, as outlined in the SDGs. This was done in consultation with the Ministry of Education based on their vision. The objectives of the education strategic plan were drawn from the broad vision and mission for Ghana’s education, policies, international commitments, and key guiding principles. Within each policy objective, sub-policy objectives were outlined, which were linked to strategies and activities and served as the basis for the STEM education policy framework of the ESP as seen in Fig. 2. Based on the education policy objective 1 and 2, the Government of Ghana through the Ministry of education have built new STEM SHSs while furnishing some already existing senior high/technical school to run STEM curriculum vis-à-vis the already existing curriculum in science and ICT. Currently, seven of the STEM schools are fully operational as they accept students to study STEM courses. To determine if the STEM schools are effective in achieving quality education in Ghana SHSs, this study was conducted to provide support as evidence for the achievement of these objective in STEM senior high schools across the country. 1.3 Conceptual Framework This framework was designed to evaluate the status and quality of STEM education across Ghana STEM Senior High Schools (SHSs) in this study. The key components of the framework were; Curriculum Objectives being aligned with STEM Education Policy, Available Teaching and Learning Resources (Science and Technological Resources), Teachers’ Expertise (At least having a BSc. Degree or its equivalent in Physics, Chemistry, Biology, Integrated Science, Engineering or ICT), Students’ Better Academic Achievement and Students’ Positive Perception of STEM Education. This interconnectedness is seen in Fig. 3 . Each of these elements in Fig. 3 plays a significant role in shaping the quality of STEM education in Ghana SHSs. Aligning curricular objectives with STEM education policy guaranteed that the curriculum met the national and educational standards established by the Ghanaian government through the Ministry of Education's vision and mission [ 21 ]. This alignment is critical for developing a cohesive and structured educational experience that is responsive to the changing needs of the labor market and technology breakthroughs in the twenty-first century, both locally and worldwide. It entailed ensuring that the curriculum reflected the most recent innovations and best practices in STEM education. Setting explicit, measurable objectives to steer teachers and students toward desired outcomes, as well as ensuring that policy instructions are properly translated into practical/authentic teaching strategies and learning activities. Access to modern technology and internet connectivity, as well as well-equipped classrooms and laboratories that allow for hands-on learning and experimentation, are essential for the successful implementation of STEM education. These resources, which include textbooks, laboratory equipment, and digital resources, have a direct impact on the effectiveness of teaching and the ability of students to engage. Teachers' knowledge is a significant factor in determining the quality of STEM education. This includes teachers' qualifications, such as their academic background and professional training in STEM disciplines, as well as opportunities for ongoing professional development to keep instructors up to date on the most recent teaching approaches and scientific advances. Teachers' capacity to effectively engage pupils, pique their interest in STEM subjects, and foster a thorough comprehension of complicated concepts. Students' academic achievement in STEM courses is a direct reflection of the quality of their education. High academic performance indicates the efficacy of the curriculum and teaching methods, the availability of resources and support for students, the general learning environment, and its conduciveness to academic achievement. Tracking pupils' academic success identifies development opportunities and ensures that educational objectives are achieved. 2 Methods This study was based on both the positivist and interpretivist paradigms. Based on these paradigms, the study adopted the triangulation design convergence model from [ 17 ], a mixed method approach. In this approach, qualitative and quantitative data were generated concurrently and equally weighted with the convergence of the results from these data types informing the interpretation [ 17 ]. The study population comprised seven-hundred and eighteen (718) students and 9 STEM teachers from Abomosu STEM Senior High Schools and five hundred and fourteen (514) students and 8 STEM teachers in Bosemtwe STEM Senior High Schools. The total population of students were one thousand two hundred and thirty-two (1,232) while the teachers’ population was seventeen (17) from the two STEM schools. Out of this population, only four hundred and fifty (450) students were accessible from the two schools at the time of data collection. The selection of Abomosu and Bosomtwe STEM schools were because of their designation as STEM-focused second-cycle institutions in Ghana. These schools represent a microcosm of the broader efforts to enhance STEM education in Ghana through SHSs. Examining STEM education at these institutions provided an insight into the effectiveness of specialized STEM programs and identify potential best practices that can be replicated or improved upon towards the achievement of equipping the citizenry of Ghana with 21st-century skills. Instead of assessing all four hundred and fifty (450) students, the researcher selects a smaller representative group as the sample. The researcher used the formula developed by Yamane in 1967 to sample 212 students for the study out of the 450 students. $$\:n=\frac{N}{(1+N\left(e\right)2}$$ Where: 𝑛 = Sample size 𝑁 = Population size 𝑒 = Margin of error (expressed as a decimal, for example, 0.05 for 5%) Using this formula, the sample size for a population of 450 with a margin of error of 5% is given as: 𝑁=450 𝑒=0.05 When the values are substituted, \(\:n=\frac{450}{(1+450)\left(0.05\right)2}\) ​ 𝑛 = 211.76 n ≈ 212 So, the calculated sample size using Yamane's formula for the accessible population of 450 with a margin of error of 5% is approximately 212. After this, the Simple Random Sampling technique was used to sample the 212 students for the study. All seventeen (17) STEM teachers in the two schools were purposefully sampled for the study including the heads of departments. A critical analysis of the STEM education curricula from the two schools was done concurrently taking into consideration the national objective on STEM. Also, students’ previous semester academic performance was retrieved and analysed to determine the trends in improved academic performance. This was supported by data from interview with the head of departments response on students’ improvement over time. A close-ended questionnaire was employed on a five-point Likert scale to collect data on teachers' knowledge of STEM education, qualifications and years of teaching experience in their respective fields. The questionnaire consisted of two sections (A & B). Section A takes information on teachers’ biographical data involving qualifications and years of experience in teaching a STEM major and students’ level of study. Section B also sought to collect data on teachers’ knowledge on teaching a STEM major education which was used to provide support on qualification and experience level in teaching STEM. Finally, the researcher carried out a semi-structured face-to-face interview with two (2) HODs from the two STEM schools to obtain data on the resources available for science and technology (ICT) in instructing STEM major subjects. The questionnaire responses were presented in terms of frequency, percentages and means. Examination scores from the two schools were analyzed to look at the general academic performance of students in the STEM schools. The responses to the questionnaire items were manually coded 1, 2, 3, 4 and 5 corresponding to the degree of agreement and disagreement. Interview responses and observation checklist data were analysed thematically into available and effective to aid smooth analyses of these data. Document analysis technique was done qualitatively to determine the alignment between the STEM education curriculum and the STEM education policy in Ghana. The use of a mixed-methods approach in this study to address the research questions was grounded in Creswell and Plano Clark’s assertion that mixed methods allow researchers to gain a comprehensive view of complex educational phenomena [ 17 ]. The study use of the triangulation design convergence model, which is particularly suited for combining qualitative and quantitative data, provided a fuller understanding of the quality of the STEM education implemented in Ghana according to Creswell and Clark [ 17 ]. 3 Results This sub-section analyzes the STEM education policy in Ghana. This was done with the Government of Ghana’s Education Strategic Plan (ESP) 2018–2030. Through the STEM education policy objectives, four themes were generated as follows: improving the quality of STEM education at all levels of study, increasing access to STEM programs in Ghana, integrating ICT in education, and enhancing teacher training in STEM subjects [ 21 ]. These themes were used to analyze the STEM education curriculum. The first theme generated from the policy framework was the improvement of quality STEM education at all levels of study in Ghana, specifically focusing on STEM Senior High Schools in the country using two schools as the case. To determine how improved STEM education has been, the STEM education curriculum was analyzed. This was further modeled by the CIPP model to provide strong evidence of the improvement of the quality of STEM education. From the curriculum, the objectives, teaching activities and assessment strategy were analyzed to determine the quality of teaching and learning. The objectives and the evaluative questions from the curriculum were in alignment with each other. The CIPP model provided a framework for the evaluation of the curriculum and in this study, the model was utilized to provide judgement on the curriculum quality. The product evaluation stresses the outcome of the curriculum including an achievement of the curriculum objectives and improvement in student’s academic performance. To determine students improved academic performance, the curriculum made provision to assess students comprehensively. Both practical and paper-pencil assessments were included in the curriculum, providing a comprehensive strategy for assessing students in STEM subjects. Finally, an analysis was conducted to examine how the curriculum is preparing students for the future. The teaching and learning activities were examined to ascertain how students are acting as scientists. Some of the teaching and learning activities were hands-on authentic activities and active experimentation. These activities being facilitated by their teachers were creating into students ‘what scientists do’. The next thematic analysis was made on the increasing access to STEM education programs in Ghana. Accessibility of education among the citizens of the country is an international human right. Ghana has prioritized access to education for its citizens to be educated. In a technologically motivated world amid Artificial intelligence, it has become even more critical for Ghana to train its citizens with technological tools to catch up with a fast-paced developing global economy. For this, STEM education has become critical in the development of the nations. Through STEM senior high schools, the government of Ghana aims to empower its citizens with the application of STEM ideas which are project-based critical thinking abilities. The STEM SHSs are now accessible to all interested students from JHS, either male or female. Both genders have the opportunity to study any of the STEM programs either Robotics, Engineering, Biomedical Science, Aviation and Aerospace, Agriculture, and Manufacturing depending on the interest of the student without any limitation or whatsoever. The analysis therefore concluded that every student from Junior High School has equal access to study any of the STEM programs within any of the designated STEM SHSs across the country. Notwithstanding, the integration of ICT/technology into STEM education is underscored. STEM education is primarily driven by technical improvement, as seen by countries such as Singapore and the United States, which have successfully integrated technology into their economies, consequently increasing STEM education for economic development. Technology plays a critical role in the successful implementation of the STEM education curriculum in Ghana. Finally, enhancing teacher training in STEM subjects was one of the thematic areas considered during the analysis of the curriculum alignment with the STEM education policy since the success of the implementation of every curriculum depends on its implementers (teachers). Traditionally, Biology, Physics, Chemistry and Agricultural, ICT teachers were being trained with the pedagogy of their respective fields. The same cannot be said about the new robotics, manufacturing, aviation and aerospace, and engineering teachers hired in the STEM schools. Even the trained teachers who are hired to teach in the STEM-designated SHSs require some level of in-service training in implementing the curriculum. A portion of the questionnaire sent to STEM education instructors revealed that they had received some form of professional development training since beginning to teach at the STEM school, but it has not been sufficient. In conclusion, the STEM education being implemented in Ghana through designated STEM SHSs utilizes a curriculum which is in alignment with the national goal set out in its education strategic plan till 2030. 3.1 Science, ICT and Engineering teachers’ knowledge, qualifications and experiences in teaching STEM courses To determine teachers’ knowledge, qualifications and experience in teaching STEM subjects across the STEM schools in Ghana, a questionnaire containing each part of this data was distributed among teachers in the STEM schools. Their responses to the questionnaire are shown in Tables 1 and 2 . Table 1 Demographic Characteristics of Teachers Variables Freq. (F) Percentage % Academic qualification Certificate 0 0 Diploma 0 0 Bachelor’s Degree 14 82.4 Master’s Degree 2 11.7 PhD 1 5.9 Subject taught in STEM school Sciences (Biology, Chemistry, Physics) 3 17.6 Robotics or computing 2 11.8 Engineering 4 23.5 Agriculture 2 11.8 Manufacturing 1 5.9 Aerospace 5 29.4 Other 0 0 Years of teaching the subject 1–3 years 9 52.9 4–5 years 5 29.4 7–10 years 2 11.8 > 10 years 1 5.9 Source: Field data, (2024) N (17) From Table 1 , the majority of teachers (82.4%) hold a Bachelor's degree, indicating a relatively high level of formal education among the teachers’ participants. Only a small proportion (17.6%) have postgraduate qualifications, which could impact their ability to engage with advanced pedagogical techniques. The most common subject taught is Aerospace (29.4%), followed by Engineering (23.5%). Other subjects like Sciences (Biology, Chemistry, Physics), Robotics/Computing, and Agriculture have lower representation. This shows that there is a diversity in STEM subjects taught, but a higher concentration in specialized areas like Aerospace and Engineering. This distribution suggests that the STEM curriculum may be focused on specific industrial applications. Most teachers (52.9%) have 1–3 years of teaching experience, while only a small number (5.9%) have more than 10 years of experience. The teaching staff appears relatively young or inexperienced, with over half having less than 3 years of experience. This may influence the depth of their pedagogical content knowledge. Teaching is a profession that serves to transform individuals into useful citizens of a nation. The profession demands a high level of responsibility and requires special training to acquire the necessary skills, knowledge, competencies, and ethics. Both academic and professional qualifications of teachers are essential in the teaching and learning process, especially in Science, Technology, Engineering, and Mathematics (STEM) education. Table 2 Knowledge and Experience of teachers in STEM education S/N Statements Response SA (5) A (4) N (3) D (2) SD (1) Mean 1 I am confident that I can properly teach STEM subjects. 8 4 0 2 3 3.70* 2 Sufficient training was given in STEM education during my teacher preparation program 2 1 0 11 3 2.29 3 My knowledge of current trends in STEM education is regularly updated. 4 2 2 4 2 2.59 4 I have access to adequate resources to teach STEM subjects. 7 3 1 3 3 3.47 5 I feel comfortable integrating technology into my STEM lessons. 10 2 0 4 1 3.94* 6 I understand and can effectively teach the interdisciplinary nature of STEM. 1 1 2 5 8 1.94 7 I am familiar with the latest pedagogical strategies for teaching STEM subjects 4 3 5 2 3 3.18 8 Collaborate with other teachers to improve my STEM teaching practices. 7 4 1 3 4 3.76* 9 STEM education-related professional development opportunities are regularly pursued. 4 2 3 4 3 2.82 10 I have experience using project-based learning in my STEM classroom. 2 1 4 5 5 2.41 11 I am knowledgeable about the STEM curriculum and its objectives. 6 5 0 4 2 3.53 12 I find it easy to create lesson plans that incorporate STEM principles. 2 1 0 7 7 2.47 13 I have experience mentoring students in STEM-related extracurricular activities. 6 9 0 1 1 4.05* 14 I am confident in teaching students how to apply STEM knowledge in real-world situations. 8 5 0 3 1 3.94* 15 I regularly use data and research to inform my STEM teaching practices. 3 2 3 5 4 2.59 16 I am comfortable using the assessment strategy in the curriculum to measure the effectiveness of my STEM instruction. 2 1 1 5 8 2.06 17 I often integrate practical experiments in my teaching 9 5 0 2 1 4.12* 18 What kind of professional development have you received in STEM education? (Select all that apply) Workshops 17 Seminars 13 Online courses 9 In-service training 17 Others Masters level Education Source: Field data, (2024) N (17) Labels: Strongly Agree – SA, Agree- A, Neutral – N, Disagree- D, Strongly Disagree- SD *significant Teacher responses on their knowledge and experience in handling STEM subjects in these schools were measured with eighteen (18) items as seen in Table 2 . Out of the eighteen (18) items, only six (6) of the items turn out to have positive feedback. Twelve of the items point to the fact that teachers in the STEM school need a professional development program tailored to the objectives of the STEM curriculum. From Table 2 , when teachers were asked about their confidence in their ability to teach STEM subjects effectively, they generally indicated that they felt confident in their ability with a mean score approaching 4 (agree). This is well understood as a significant proportion (82.4%) of these teachers have received or hold Bachelor’s degrees in their respective fields of Aerospace, Engineering, Sciences (Biology, Chemistry, Physics), Robotics/Computing, and Agriculture. It was therefore not surprising that the majority of the teachers reported that they are confident in teaching their respective fields. The teachers were asked if sufficient training was given during their STEM education teacher preparation. A mean score of 2.29 (Disagree), indicates that teachers in the STEM schools did not receive sufficient training towards the teaching of STEM. The teachers were trained to know the content knowledge of their respective fields but did not have a clear idea of the pedagogical content knowledge to be in the classroom at high schools. This also points to the fact that these teachers should be given rigorous professional development training. With a mean score of 2.59 (Disagree), teachers hinted that their knowledge of current trends in STEM education is outdated. This is worrying as the world is advancing, so if teachers fail to learn new things and always depend on the curriculum only, their students may complete school to become novices. Teachers should learn and update their notes for effective professional growth. On access to adequate resources to teach STEM subjects, teachers feel they have moderate access to resources, the mean suggests room for improvement in resource provision by the Ministry. Teachers also noted that they are comfortable integrating technology into their STEM lessons with a mean score of 3.94, approaching 4 (agree). The teachers were also asked if they understand and can effectively teach the interdisciplinary nature of STEM and their response indicate that, they cannot, with a mean value of 1.94 (Strongly Disagree) even though it is approaching 2 (Disagree). This is true because the teachers receive training in their individualized subject area as seen in Table 1 . Since they were not traditionally trained to be teachers of STEM schools but to work in industries, they have a rich knowledge of their field but not overlap with other subject areas. The mean score value of 3.18 (neutral) suggests that teachers are unsure if they are familiar with the latest pedagogical strategies to teach STEM subjects. They were not sure of pedagogy in teaching because they lacked the pedagogical content knowledge, that is how to teach what they know. This requires that teachers in STEM schools should be encouraged to further their studies towards acquiring a post-graduate certificate in education (PGCE) as this will improve their professional standard. It was not surprising that, a significant number of the teachers' responses (mean score of 3.76) geared toward the fact that they collaborate with their colleagues to improve their STEM teaching. They do this to overcome their weakness and support one another towards improving practice. The teachers also hinted that they do not receive regular professional development opportunities related to STEM education with a mean score of 2.82 (Disagree), which is very worrying. These educators were not traditionally trained as teachers, and not having regular professional development programs for them will have a negative impact on students' learning progress. Another worrying aspect was the fact that STEM school teachers reported that they do not have experience in using project-based learning in their classrooms. As seen in Table 1 , the majority of the teachers in the STEM schools are inexperienced with the act of teaching with 52.9% having 1–3 years of teaching experience while only a small number (5.9%) have more than 10 years of experience. The majority of them (mean score of 2.47) also reported that they find it difficult to create lesson plans that incorporate STEM principles. This also calls for a robust professional development program for these teachers. A significant proportion (mean score of 4.05) of the teachers support the view that they have experience mentoring students in STEM-related extracurricular activities. Also, as indicated by the mean of 3.94, the teachers reported that they are confident in teaching students how to apply STEM knowledge in real-world situations. This also supports the claim made by teachers that they often integrate practical experiments in their teaching as STEM subject requires practical activities to be effective. To find out the professional development training teachers have received over time, they were allowed to determine any. All the teacher (17) reported they have experienced workshop learning about their teaching profession though their responses to part of the questionnaire indicate that the workshop training may not be sufficient. Also, thirteen (13) teachers reported that they have had seminars on their teaching as a form of professional development. Nine (9) of the teachers also reported they have had an online course to supplement their professional growth. Some also hinted that they are pursuing some high-level postgraduate studies in their respective field. This shows the commitment teachers in these schools are putting in for professional development to support their students' learning. The analysis suggests that teachers teaching in the STEM schools possess the required minimum qualification being a Bachelor in their respective fields with some having an advanced level certificate as a master's and PhD showing commitment to continuous learning. Also, these teachers are experts in their fields such as engineering, robotics, manufacturing, aerospace and the sciences, with knowledge of their subject matter (content knowledge). However, since they were not trained as teachers, they lack the knowledge of how to teach the subject matter (pedagogical content knowledge) and therefore struggle to aid high school student learning. Therefore, these teachers should be taken through rigorous professional development training geared toward student learning to get the better of their students. Also, educational training providers such as universities and colleges of education in Ghana should consider the training of STEM education teachers and design their curricula so that they train the pre-service teacher in the rudiments of teaching students in STEM schools, considering the objective of the STEM education curricula. 3.2 Science and Technological Resources available to teach STEM Here, the science (Physic, chemistry, biology and agriculture) and technological (robotics, computing, engineering, aerospace, and manufacturing) resources availability were ascertained and then evaluated to check their effectiveness in support of learning. A structured interview was conducted with the Heads of Departments (HODs) of the two schools and their responses were analysed under three themes; availability, effectiveness, support and training for teachers to use them. Also, to support the availability of resources and their effective usage, an observation checklist was used to determine which of the mentioned resources by the HODs were available and how effective they were in supporting students learning. From the responses of the HOD and observation made by the researcher, the following resources were available: sufficient classrooms, desks and chairs, sufficient lighting, proper ventilation systems, textbooks for STEM subjects, computers/ICT tools such as robotic and simulation software, science laboratories, aviation laboratory, engineering laboratory and equipment. After knowing that these resources are available to support teaching and learning, their accessibility was also questioned. This is what the two HODs have to say about resource accessibility. HOD 1: Yes, the resources we have in the school are meant to be used by the teachers and students so we don’t restrict any of these in their usage provided they are going to take precautionary measures in safeguarding the resources for their prolonged usage HOD 2: Oh, teaching and learning resources are meant for teachers and students to use. They can use them at any time and as much as they want. With the students, they need to be guided as some of the resources are technical to use. So, we don’t allow them to use them when there is no facilitator to guide them. Aside from that, the materials are always available to be used by the teachers and students The responses from the two HODs suggest that resources are not only available in the school to teach STEM subjects but are also accessible to be used by teachers and students. Finally, part of the analysis looks at the effectiveness of the resources in support of learning. This was defined here as the achievement of the objective stated in the curriculum. To find out how the resources are helping to achieve the objectives of the curriculum, the HOD were asked “How effective are the current resources in achieving the objectives of STEM education?”. Below are their responses; HOD 1: I organize a meeting from the beginning of every term to find out what is needed by the teachers in terms of resources to teach effectively. When they make requests, I make sure they are provided within the shortest possible time because they are the ones with the students every day. No one has complained of not getting resources to aid their teaching due to my proactive leadership. So, to me, I will say that the resources we have in the school are the ones needed to achieve the objective of the curriculum HOD 2: The resources available are supporting the curriculum implementation. Because the teachers use them every day in their lessons as I have witnessed on several occasions. I sometimes invite some of the students in my office to ask them if their teachers make use of the available resources. Their response suggests that it is because teachers take them to the lab that why they find interest in learning STEM subjects. The HODs further agree that the resources in their school support the implementation of the STEM education curricula. The resources highlighted here encompass physical (Classrooms and laboratories, Material (Textbooks, Workbooks, educational software, online resources, audio-visual equipment, Technological (computers, Tablet, Projector, Internet access, educational applications, robotic software) and Digital (online educational platforms, digital textbooks, educational websites, virtual field trip) resources that support the teaching and learning of STEM. 3.3 The academic performance of students in the STEM schools To cater for the minimal variability in resource availability within the two schools selected for the study, all the second-year student's termly assessment was sample to make the analysis. To aid this, 212 students' academic scores for the third term were used from each school. The mean score for Abomosu STEM SHS for the selected students was 62.65% while that of Bosomtwe STEM SHS was 65.30%. Due to differences between available resources, the academic performance of the two schools were not compared. A mean score of 62.65 and 65.30 respectively out of 100% across the two schools shows that the academic performance of students in the two STEM schools was at the average level. 4 Discussion The first finding was that STEM education curricula used in STEM SHSs in Ghana are in alignment with the Government of Ghana’s Policy on STEM Education. The Government of Ghana through the Ministry of Education in their revised educational strategic plan set out a goal to develop its citizens through STEM skills and literacy to meet the demands of the changing local and global economy amid technological advancement [ 21 ][ 16 ]. To confirm if the STEM curriculum aligns with the Government’s policy, various components such as general and specific objectives, activities, and assessment strategies either formative or summative assessment of the curriculum were analyzed. Also, available human resources and access to STEM schools for both genders were analyzed. Qualitatively, these were categorized into themes generated from the education strategic plan such as improving the quality of STEM education at all levels of study, increasing access to STEM programs in Ghana, integrating ICT in education, and enhancing teacher training in STEM subjects [ 21 ]. The flexibility of the model assisted several curriculum components to be evaluated based on the data obtained from the visit to the schools. As cited in Derma, the CIPP model of curriculum evaluation offers several benefits such as making provision for a comprehensive framework for evaluating the effectiveness of a curriculum [ 18 ] [ 19 ]. Also, it was a good way to evaluate a wide range of curricula, from individual courses to entire programs. The CIPP model was an iterative process, meaning that it was intended to be used throughout the entire curriculum development and implementation cycle as seen in Fig. 1 . It was used to identify improvement areas and make ongoing curriculum changes. It also provided a systematic approach to curriculum evaluation, with each component building on the previous one to create a comprehensive evaluation of the curriculum [ 58 ][ 25 ]. Secondly, it was found that STEM teachers have the required qualifications to teach STEM subjects but were inexperienced and lack pedagogical content knowledge. These qualifications comprise physics, biology, chemistry, engineering, mathematics and computing (ICT). Teachers’ qualification shows that they have content knowledge in their respective fields but their pedagogical knowledge was minimal to support the effective implementation of the STEM curricula. According to Akiri and Dori, STEM teacher education can be summarized as training teachers to acquire STEM knowledge and skills, have STEM thinking and ability, master STEM teaching methods, and ultimately improve teachers' self-confidence in STEM teaching so that STEM teachers can integrate content and innovate a comprehensive training program for teaching [ 4 ] [ 20 ] [ 56 ]. As a result, STEM teacher education must prepare teacher candidates with strong STEM subject knowledge, as well as knowledge of teaching content and the ability to pay attention to students' thinking. Teacher qualifications are the precise abilities, experiences, and information that qualify an individual to teach in the classroom. A qualified teacher is someone who has received educational training and possesses the skills and abilities required to teach effectively [ 56 ]. This comprises extensive experience, subject matter knowledge, pedagogical delivery methodologies, and a grasp of the needs of the students [ 59 ]. Teacher professionalism entails theoretical and practical knowledge, ethical norms of conduct, ongoing in-service growth, and the delivery of critical and qualitative services to society [ 3 ] [ 6 ] [ 12 ] [ 15 ] [ 44 ]. These characteristics improve the quality of education and the public perception of teachers. Capacity building, or continual professional development, assists instructors in improving their pedagogical delivery in the classroom. STEM teachers should be intentional about STEM lessons [ 36 ]. Teachers must plan and study the concepts for the STEM lesson. They must identify the standards and build the STEM lesson objectives on those standards. While students are working on the STEM project, teachers should encourage and ask questions to help them understand more deeply in that STEM lesson. Students finish their task and share the knowledge they have gained; they establish the connections and corroborate the extensive learning that transpired in their collaborative group. Teachers must participate in these talks to help students become conscious of their knowledge and fill in any gaps in their previous learning. When STEM teachings are incorporated and active learning occurs, children may be inspired to pursue STEM careers and enhance their math and science interests and performance [ 40 ]. STEM education is multidisciplinary, allowing students to apply project-based learning to real-world challenges. Instead of sharing knowledge to assist students in completing the STEM project, the teacher connects learning to various disciplines by asking questions and supporting topic learning. Teachers are usually leaders who offer pupils with the information they need to succeed. STEM teachings may require teachers to step outside of their comfort zone in order to assist pupils develop problem-solving and critical thinking skills [ 14 ] [ 39 ]. To do this in STEM schools, instructors must be qualified and have both content knowledge (CK) and pedagogical content knowledge (PCK). Teacher quality significantly impacts student educational outcomes and is the most important school-based element for boosting student accomplishment [ 4 ] [ 10 ]. As a result, it comes as no surprise that various publications and programs have focused on the quality of the teacher workforce. The quality of teachers training pupils in science, technology, engineering, and math (STEM) fields has been highlighted as a major concern. STEM teacher education teaches teachers to recognize, apply, and integrate scientific, technical, engineering, and mathematical concepts and understand and innovate ways or solutions to solve complex problems [ 1 ] [ 43 ] [ 51 ] [ 13 ]. Therefore, STEM teacher education must train teacher candidates to have strong knowledge of their content and ways of teaching the content. Thirdly, the study further found that there were sufficient resources available to teach STEM subjects effectively. Resources are an important aspect of educational institutions and STEM education cannot be exempted. In a technology-inclined world and economy, teaching and learning resources such as laboratories for engineering and science learners have even become more critical. Unlike the previous years when education was teacher-centered, nowadays students take control of their studies and teaching aids or resources take center stage in this form of learning. It is this form that Ausubel and John Dewey classified as meaningful learning because the students can learn by interacting with the learning material and thinking critically to find solutions to problems during their interaction. According to the constructivist theory, the student will be able to also develop their knowledge which may lead the student to be curious to learn more. Being curious about phenomena brings out discovery and such students are what the world needs to tackle challenges. According to Ausubel, resources such as the Science Laboratory allow pupils to engage in meaningful learning as they allow students to engage in practical lessons provided the teacher is willing to support student’s learning. Ausubel's philosophy of meaningful learning values practical lessons, but emphasizes preliminary and present knowledge [ 48 ]. According to the literature [ 8 ][ 42 ][ 30 ][ 35 ] meaningful learning is non-conditional, non-memorization, and does not rely on a single point of view or authority knowledge. Meaningful learning is defined as a learning activity based on learning and individuality, a product of high-level thinking skills (transfer, problem-solving, interpreting, critical thinking, etc.), the result of individual research and examination, interactive, shaping with original thinking, learning by doing and living [ 55 ]. As a result, meaningful learning, one of the most fundamental aspects of learning, can be realized using the most effective constructivist technique in today's teaching idea [ 24 ]. Also, educational technology tools such as software, simulations, and online resources improve learning and give engaging experiences [ 27 ] [ 32 ]. Notwithstanding, digital literacy integrates digital skills and coding into the curriculum, recognizing their importance in all STEM fields [ 11 ] [ 31 ]. Online and Blended Learning also leverage online platforms for teaching and learning, allowing for more personalized and accessible STEM education [ 47 ]. The fourth finding made in this study was that students’ academic performance in the STEM schools was at the average level which may be due to teachers’ inexperience in handling STEM subjects and minimal PCK. Several research shows that teachers’ quality including content knowledge and pedagogical knowledge plays a significant role on student’s academic performance in STEM [ 4 ] [ 11 ] [ 22 ] [ 26 ] [ 28 ] [ 36 ]. The students in the STEM school's academic performance were discovered to be at the average level because teachers were finding challenges in understanding how their students learn to support them. This requires that these teachers get exposed to rigorous professional development programs aiming at equipping them with how to teach and manage students in STEM schools. To improve students’ academic performance in STEM subjects, teachers must introduce students to career talks, role models, and job-related activities in primary and middle school [ 33 ]. In this way, pupils can be driven to learn and develop an interest in STEM areas [ 4 ]. According to the President's Council of Advisors on Science and Technology [PCAST] (2010), teachers should have certain qualities in order to prepare and promote students in STEM fields [ 50 ]. STEM teachers are expected to have a thorough understanding of their course topics, concepts, and procedures in order to explain them from many perspectives. Teachers encourage students to investigate, stay up-to-date on current concerns, and have sufficient STEM core understanding to answer students' inquiries. They also ask thought-provoking questions. This can build student enthusiasm in STEM and inspire them to engage in these domains for life. Encourage students to question assumptions rather than accept what is supplied; Develop students' capacity to ask research questions and find ways to solve them, rather than simply teaching students to answer predictable questions; Have a methodical knowledge to help classroom management and illuminate STEM issues; Have a deep understanding of how students approach STEM subjects [ 50 ]. Similarly, there have been several studies in recent years about the status, quality and trends of STEM education from both developed and developing nations towards the development of 21st-century skills among their citizens [ 28 ][ 34 ] [ 37 ] [ 45 ] [ 49 ] [ 57 ]. For example, [ 54 ] made a comparable review of the current status and trends of Science, Technology, Engineering and Mathematics (STEM) in the USA, Europe, Singapore and Malaysia. The review reflects that the situation of STEM education differs from one country to the other. For instance, it seems STEM education in the USA is affected by the racial, ethical, cultural, linguistic, socioeconomic, gender and geographic aspects due to the wide diversity of the society. The study also elicited that there is an inadequate number of teachers skilled in STEM subjects in the USA. In European countries, reports indicate that the number of students who are interested in pursuing a career in the field of STEM is low. However, the review reveals that Singapore has emerged as a top STEM education country. With regard to the state of STEM education in Malaysia, the review reflects that it still faces some issues such as insufficient localized STEM learning materials and weak interest of students in continuing STEM-related studies at the secondary and tertiary levels [ 54 ]. Tayeb further added that STEM is a significant approach in modern pedagogy, which is considered a crucial factor that drives economic growth, creates new jobs and solves environmental and global problems. Due to its importance, nations across the world firmly insist on engaging every student in high-quality STEM education in such a way that they can be innovators, researchers or leaders who have the ability to think critically and contribute to developing the world. Furthermore, A mixed method approach with triangulation of instruments was employed by Rinchen and Utha to examine the current state of STEM education in schools under Samtse Dzongkhag in Bhutan. The study specifically explored the competency of STEM teachers, the infrastructure and resources available to support STEM education, the proficiency of teachers in the use of ICT in education, and the performance of students in STEM subjects. The study reveals that STEM teachers have at least a first degree from a recognised university and a majority have taught STEM subjects for more than a decade. The study also reveals that the professional development (PD) programs attended by the STEM teachers is far below what is envisioned by the Ministry of Education and Skills Development. It was therefore recommended that revisiting the policy of professional development (PD) and providing the mandated hours of PD to teachers, upgrading laboratory equipment and apparatus, encouraging scientific research to promote innovation, and allowing students to bring mobiles to school to increase access to technology and enhance learning is ideal [ 52 ]. Additionally, Liu also investigated the current situation and analysis of STEM education competencies of Education majors and found that the STEM education concept is widely recognised, and the current status of education majors' overall STEM education competency is at an intermediate level [ 34 ]. Finally, McDonald made a critical review of two hundred and thirty-seven literature on the contribution of science, technology, engineering and mathematics to STEM education. The critical review of this number of studies reveals that it is importance to focus on the junior secondary phase of schooling to maintain student interest and motivation to engage in STEM; the implementation of effective pedagogical practices to increase student interest and motivation, develop 21st century competencies, and improve student achievement, and the development of high-quality teachers to positively affect students’ attitudes and motivation towards STEM [ 37 ]. 5 Conclusions The state of STEM education in SHSs Ghana indicates that the country is on the path of achieving quality STEM education by equipping its citizens with 21st-century skills such as critical thinking, problem-solving, analytical thinking, computational thinking, creativity and innovation which characterized STEM education. It is therefore recommended that the Ministry of Education should endeavour to roll out similar programs into its elementary-level education equipping young learners with the analytical and problem-solving mindset. In-service STEM education teachers should be taken through rigorous PD training to equip them with how to teach students in the STEM schools. Additionally, the Ministry of Education should ensure that teachers hired to teach in STEM-designated schools are professionally trained teachers with both content and pedagogical knowledge of their respective fields in STEM subjects. Also, designated schools should be monitored of their resources, preventing damage of newly procured ones. Declarations Ethical approval and consent to participate The author obtained approval from the ethics committee of University of Education, Winneba with a letter REF ISED/PG/VOL.1/81 . The procedures used in this study adhere to the tenets of the university’s ethical requirements. The author sought the Informed Consent of the Heads of Department, teachers and students and assured them of data confidentiality and privacy in this study. Consent for publication The participants have consented to the submission of the journal. Conflict of Interest There is no conflict of interest Competing interests The author has no competing interests to declare that are relevant to the content of this article. Funding No funding was received for conducting this study. Author Contribution E.O. prepared the manuscript text, figures, tables, analysis and discussion of the study. Acknowledgement To the teachers and students of STEM senior high schools in Ghana, I send my heartfelt gratitude for their co-operation and participation in this study. Data availability This article reports data from teachers’ feedback, students termly academic scores, the education strategic plan and STEM education curricula. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5355208","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":384763598,"identity":"d3d7d2f4-af75-4746-93bf-7f0e287b0d57","order_by":0,"name":"Emmanuel Osei","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA5ElEQVRIiWNgGAWjYFAD/uYDQFJChgQtEscSQCQPKdbkGIBIwlr4+Q8/fs1TsU3enOHM51c3aix4GNgPH92AT4vkjDQza54ztw13Nvdus845BnQYT1raDXxaDG4wmBnztt1m3HDg7DbjHDagFgkeM/xazh//Zsz777b9hgM5z4xz/hGj5UCO8WPehtuJQC3Mj3PbiNAiOSOnjHHOsdvJG24cM2PO7ZPgYSPkF37+45s/vKm5bbvhfPPjzznf6uT42Q8fw6sFCNikoHHBJgEmCSgHAeaPP6CMD0SoHgWjYBSMghEIACmnTW2QKQ2AAAAAAElFTkSuQmCC","orcid":"","institution":"University of Education, Winneba","correspondingAuthor":true,"prefix":"","firstName":"Emmanuel","middleName":"","lastName":"Osei","suffix":""}],"badges":[],"createdAt":"2024-10-29 14:38:41","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5355208/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5355208/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":71736107,"identity":"1e675af6-7b2e-48f9-8041-c65eb21fc530","added_by":"auto","created_at":"2024-12-18 07:33:19","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":240906,"visible":true,"origin":"","legend":"\u003cp\u003eCIPP model of STEM education curriculum evaluation (Stufflebeam, 1970 as cited in Derma, 2019)\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5355208/v1/cf68ad2926f3318ddb29ce8e.png"},{"id":71736106,"identity":"a1ce65a5-f085-4084-ab05-dd8bf2220090","added_by":"auto","created_at":"2024-12-18 07:33:19","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":219583,"visible":true,"origin":"","legend":"\u003cp\u003ePolicy Framework for the Implementation of STEM Education Policy in STEM Senior High School (Education Strategic Plan, 2018)\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5355208/v1/08afbaf8a8a1006958d00298.png"},{"id":71737907,"identity":"7681a1c4-ce5a-4652-b339-e4cc7440f99b","added_by":"auto","created_at":"2024-12-18 07:41:19","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":134310,"visible":true,"origin":"","legend":"\u003cp\u003eAn interconnected variables for determining the Quality of STEM Education in Ghana\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-5355208/v1/f7bf53400d761b377c87eefb.png"},{"id":80806781,"identity":"4ff0b258-38c3-4d88-b33c-45b502709cb3","added_by":"auto","created_at":"2025-04-17 09:38:21","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1369179,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5355208/v1/01c0d5e9-3c47-45eb-94a2-2158137c5611.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"An Evaluative Case Study of the Status and Quality of STEM Education in Senior High Schools in Ghana","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eSTEM education, which includes Science, Technology, Engineering, and Mathematics, is widely recognized as a critical engine of innovation and economic development [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. STEM-based knowledge and skills today dominate the global economy [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e], and as a result, they have received widespread global recognition.\u003c/p\u003e \u003cp\u003eSTEM is a method that integrates science, mathematics, engineering, and technology into a cross-disciplinary curriculum based on inquiry strategies and problem-solving abilities for real-world situations [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e] [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Scholars propose offering students the opportunity to investigate, test, solve problems in a practical setting, and think critically [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], thereby helping students act as scientists, explorers, and engineers; these points are at the basis of STEM education.\u003c/p\u003e \u003cp\u003eLike many developing nations, Ghana strives to meet the demands of a rapidly evolving global landscape by emphasizing STEM education. Due to this, the country has gone through a series of educational reforms in an attempt to equip learners in educational institutions with the skills, competencies and awareness that would make them functional citizens who can contribute to the attainment of national goals [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] and compete internationally. To achieve this goal, the Government of Ghana through the Ministry of Education in its educational strategic plan noted that there should be improved equitable access to and participation in quality education [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. This has been narrowed to a more achievable goal, that there should be an improved quality of teaching and learning of science, technology, engineering and mathematics (STEM) at all levels [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] including senior high schools.\u003c/p\u003e \u003cp\u003eBased on Ghana\u0026rsquo;s strategic educational plan from 2018\u0026ndash;2030 and international commitments, the government of Ghana has prioritized STEM education by integrating it into senior high school curricula to achieve its national goal of empowering citizens to tackle future challenges with 21st-century skills. According to Hulme, quality education is key to national development [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Access to quality education is an international developmental concern which is needed to be achieved by all nations [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Ghana has made access to education possible for all citizens with the introduction of the free education policy from basic to senior high school [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. All children of school-going age have access to free education in Ghana but the quality of education is still a challenge to the nation as Hulme stated in \u003cem\u003eDavies Papers Africa\u003c/em\u003e, \u0026ldquo;We should not focus on quantity or just access to education to eradicate poverty but access to quality education\u0026rdquo; [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Inadequate standardized human and material resources such as unqualified teachers, overcrowded classroom, inadequate furniture, poor ventilation, lack of books, lack of technological devices and internet access [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] are some of the challenges facing quality education in Ghana but not limited to these. Some indicators of quality education are the improved standard of living [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e], students\u0026rsquo; higher achievements [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e] and low rate of youth unemployment [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. The youth unemployment rate is high with approximately 1.7\u0026nbsp;million youth unemployed in Ghana [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis could be attributed to a lack of creativity, innovation and problem-solving skills among the youth to thrive in the 21st century. To curb this challenge and make the quality of education a goal for national development, the Government of Ghana through the Ministry of Education held firmly in 2017 to introduce STEM education into its educational system through the Education Strategic Plan 2018\u0026ndash;2030, by building new STEM SHS and furnishing some already existing senior high/technical school to run STEM curriculum vis-\u0026agrave;-vis the already existing curriculum in science and ICT. Based on this, the study sought to investigate the status and quality of STEM education in Senior High Schools by responding to the questions below.\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eDoes the STEM education curriculum align with the national goal of STEM education?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eWhat is the level of Science, ICT and Engineering teachers\u0026rsquo; knowledge, qualifications and experiences in teaching STEM courses?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eWhat are the science and technological resources available to teach STEM?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eWhat is the academic performance of students in the STEM schools?\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Theoretical Framework\u003c/h2\u003e \u003cp\u003eIn this study, the CIPP model of curriculum evaluation as seen in \u003cem\u003eFig.\u0026nbsp;1\u003c/em\u003e provided a comprehensive and flexible framework for measuring, enhancing, and communicating the STEM education curricular effectiveness while offering a systematic approach to curriculum evaluation. The four major components that aided the evaluation of this STEM education curriculum were context evaluation, input evaluation, process evaluation, and product evaluation. Each model component focused on a distinct part of the STEM education curriculum, to provide a comprehensive review of the entire curriculum.\u003c/p\u003e \u003cp\u003eWith the context evaluation, the CIPP model evaluates the larger context or environment in which the curriculum operates within the country Ghana. Context evaluation in this study entailed assessing elements such as the social, economic, and political context, as well as the community's needs and aspirations, available resources, and cultural and ethical values, to determine the necessity of the STEM Education Curriculum in Ghana. Given the global background and present economic issues in the country such as Ghana's high rate of youth unemployment and the global domination of STEM-related occupations, this curriculum was necessary. The goal of the context review was to ensure that the curriculum was in line with the needs and priorities of the country and that it was responsive to the broader social and cultural context of the nation.\u003c/p\u003e \u003cp\u003eThe second component of the CIPP model used in this study was the input evaluation. This includes analyzing the curriculum design and planning, such as developing objectives and goals, selecting content and resources for STEM teaching, and determining teaching methods and strategies to be used by teachers to achieve the goals of the curriculum. Input review in this study tried to ensure that the curriculum was well-designed and adheres to strong educational concepts and practices. It also involved investigating the ideas and beliefs that govern the design of the STEM education curriculum.\u003c/p\u003e \u003cp\u003eThe CIPP model's third component was the process evaluation which was used to assess the instruction delivery, resource use, and student learning assessment. Process evaluation aimed to ensure that the curriculum was being implemented effectively and has the desired impact on student learning in the STEM schools. Process assessment in this study also involved assessing the quality of teaching and learning been the alignment of the specific objective in the curriculum with their respective assessment methodology, as well as the amount to which the curriculum meets the requirements of individual students in the STEM schools.\u003c/p\u003e \u003cp\u003eProduct Evaluation was the CIPP model's fourth and final component adopted to judge the STEM education curriculum. This includes assessing the curriculum's outcomes or results, such as achievement of curricular objectives, influence on student learning, and overall curriculum effectiveness. Product evaluation in this study strived to provide a full assessment of the curriculum while also identifying opportunities for improvement. Product review also included assessing how well the curriculum prepares students for success in their chosen occupations or academic pursuits. The theory that guided the evaluation of the STEM curricula among the two STEM school is shown in Fig.\u0026nbsp;1.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Ghana\u0026rsquo;s Goal for STEM Education\u003c/h2\u003e \u003cp\u003eIn October 2015, Ghana's Minister of Education established a sectoral taskforce to create a revised Education Strategic Plan (ESP) 2018\u0026ndash;2030, which would supersede all previous plans. The fundamental rationale for this was to match Ghana's education priority with the evolving global development agenda, as outlined in the SDGs. This was done in consultation with the Ministry of Education based on their vision.\u003c/p\u003e \u003cp\u003eThe objectives of the education strategic plan were drawn from the broad vision and mission for Ghana\u0026rsquo;s education, policies, international commitments, and key guiding principles. Within each policy objective, sub-policy objectives were outlined, which were linked to strategies and activities and served as the basis for the STEM education policy framework of the ESP as seen in Fig.\u0026nbsp;2.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eBased on the education policy objective 1 and 2, the Government of Ghana through the Ministry of education have built new STEM SHSs while furnishing some already existing senior high/technical school to run STEM curriculum vis-\u0026agrave;-vis the already existing curriculum in science and ICT. Currently, seven of the STEM schools are fully operational as they accept students to study STEM courses. To determine if the STEM schools are effective in achieving quality education in Ghana SHSs, this study was conducted to provide support as evidence for the achievement of these objective in STEM senior high schools across the country.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e1.3 Conceptual Framework\u003c/h2\u003e \u003cp\u003eThis framework was designed to evaluate the status and quality of STEM education across Ghana STEM Senior High Schools (SHSs) in this study. The key components of the framework were; Curriculum Objectives being aligned with STEM Education Policy, Available Teaching and Learning Resources (Science and Technological Resources), Teachers\u0026rsquo; Expertise (At least having a BSc. Degree or its equivalent in Physics, Chemistry, Biology, Integrated Science, Engineering or ICT), Students\u0026rsquo; Better Academic Achievement and Students\u0026rsquo; Positive Perception of STEM Education. This interconnectedness is seen in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e3\u003c/span\u003e. Each of these elements in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e3\u003c/span\u003e plays a significant role in shaping the quality of STEM education in Ghana SHSs.\u003c/p\u003e \u003cp\u003eAligning curricular objectives with STEM education policy guaranteed that the curriculum met the national and educational standards established by the Ghanaian government through the Ministry of Education's vision and mission [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. This alignment is critical for developing a cohesive and structured educational experience that is responsive to the changing needs of the labor market and technology breakthroughs in the twenty-first century, both locally and worldwide. It entailed ensuring that the curriculum reflected the most recent innovations and best practices in STEM education. Setting explicit, measurable objectives to steer teachers and students toward desired outcomes, as well as ensuring that policy instructions are properly translated into practical/authentic teaching strategies and learning activities.\u003c/p\u003e \u003cp\u003eAccess to modern technology and internet connectivity, as well as well-equipped classrooms and laboratories that allow for hands-on learning and experimentation, are essential for the successful implementation of STEM education. These resources, which include textbooks, laboratory equipment, and digital resources, have a direct impact on the effectiveness of teaching and the ability of students to engage.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eTeachers' knowledge is a significant factor in determining the quality of STEM education. This includes teachers' qualifications, such as their academic background and professional training in STEM disciplines, as well as opportunities for ongoing professional development to keep instructors up to date on the most recent teaching approaches and scientific advances. Teachers' capacity to effectively engage pupils, pique their interest in STEM subjects, and foster a thorough comprehension of complicated concepts.\u003c/p\u003e \u003cp\u003eStudents' academic achievement in STEM courses is a direct reflection of the quality of their education. High academic performance indicates the efficacy of the curriculum and teaching methods, the availability of resources and support for students, the general learning environment, and its conduciveness to academic achievement. Tracking pupils' academic success identifies development opportunities and ensures that educational objectives are achieved.\u003c/p\u003e \u003c/div\u003e"},{"header":"2 Methods","content":"\u003cp\u003eThis study was based on both the positivist and interpretivist paradigms. Based on these paradigms, the study adopted the triangulation design convergence model from [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], a mixed method approach. In this approach, qualitative and quantitative data were generated concurrently and equally weighted with the convergence of the results from these data types informing the interpretation [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe study population comprised seven-hundred and eighteen (718) students and 9 STEM teachers from Abomosu STEM Senior High Schools and five hundred and fourteen (514) students and 8 STEM teachers in Bosemtwe STEM Senior High Schools. The total population of students were one thousand two hundred and thirty-two (1,232) while the teachers\u0026rsquo; population was seventeen (17) from the two STEM schools. Out of this population, only four hundred and fifty (450) students were accessible from the two schools at the time of data collection. The selection of Abomosu and Bosomtwe STEM schools were because of their designation as STEM-focused second-cycle institutions in Ghana. These schools represent a microcosm of the broader efforts to enhance STEM education in Ghana through SHSs. Examining STEM education at these institutions provided an insight into the effectiveness of specialized STEM programs and identify potential best practices that can be replicated or improved upon towards the achievement of equipping the citizenry of Ghana with 21st-century skills.\u003c/p\u003e \u003cp\u003eInstead of assessing all four hundred and fifty (450) students, the researcher selects a smaller representative group as the sample. The researcher used the formula developed by Yamane in 1967 to sample 212 students for the study out of the 450 students.\u003cdiv id=\"Equa\" class=\"Equation\"\u003e\u003cdiv format=\"TEX\" class=\"mathdisplay\" id=\"FileID_Equa\" name=\"EquationSource\"\u003e\n$$\\:n=\\frac{N}{(1+N\\left(e\\right)2}$$\u003c/div\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eWhere:\u003c/p\u003e \u003cp\u003e\u0026#119899; = Sample size\u003c/p\u003e \u003cp\u003e\u0026#119873; = Population size\u003c/p\u003e \u003cp\u003e\u0026#119890; = Margin of error (expressed as a decimal, for example, 0.05 for 5%)\u003c/p\u003e \u003cp\u003eUsing this formula, the sample size for a population of 450 with a margin of error of 5% is given as:\u003c/p\u003e \u003cp\u003e\u0026#119873;=450\u003c/p\u003e \u003cp\u003e\u0026#119890;=0.05\u003c/p\u003e \u003cp\u003eWhen the values are substituted,\u003c/p\u003e \u003cp\u003e \u003cspan class=\"InlineEquation\"\u003e \u003cspan class=\"mathinline\"\u003e\\(\\:n=\\frac{450}{(1+450)\\left(0.05\\right)2}\\)\u003c/span\u003e \u003c/span\u003e​\u003c/p\u003e \u003cp\u003e\u0026#119899; = 211.76\u003cem\u003en\u003c/em\u003e\u0026thinsp;\u0026asymp;\u0026thinsp;212\u003c/p\u003e \u003cp\u003eSo, the calculated sample size using Yamane's formula for the accessible population of 450 with a margin of error of 5% is approximately 212. After this, the Simple Random Sampling technique was used to sample the 212 students for the study. All seventeen (17) STEM teachers in the two schools were purposefully sampled for the study including the heads of departments.\u003c/p\u003e \u003cp\u003eA critical analysis of the STEM education curricula from the two schools was done concurrently taking into consideration the national objective on STEM. Also, students\u0026rsquo; previous semester academic performance was retrieved and analysed to determine the trends in improved academic performance. This was supported by data from interview with the head of departments response on students\u0026rsquo; improvement over time. A close-ended questionnaire was employed on a five-point Likert scale to collect data on teachers' knowledge of STEM education, qualifications and years of teaching experience in their respective fields. The questionnaire consisted of two sections (A \u0026amp; B). Section A takes information on teachers\u0026rsquo; biographical data involving qualifications and years of experience in teaching a STEM major and students\u0026rsquo; level of study. Section B also sought to collect data on teachers\u0026rsquo; knowledge on teaching a STEM major education which was used to provide support on qualification and experience level in teaching STEM. Finally, the researcher carried out a semi-structured face-to-face interview with two (2) HODs from the two STEM schools to obtain data on the resources available for science and technology (ICT) in instructing STEM major subjects.\u003c/p\u003e \u003cp\u003eThe questionnaire responses were presented in terms of frequency, percentages and means. Examination scores from the two schools were analyzed to look at the general academic performance of students in the STEM schools. The responses to the questionnaire items were manually coded 1, 2, 3, 4 and 5 corresponding to the degree of agreement and disagreement. Interview responses and observation checklist data were analysed thematically into available and effective to aid smooth analyses of these data. Document analysis technique was done qualitatively to determine the alignment between the STEM education curriculum and the STEM education policy in Ghana.\u003c/p\u003e \u003cp\u003eThe use of a mixed-methods approach in this study to address the research questions was grounded in Creswell and Plano Clark\u0026rsquo;s assertion that mixed methods allow researchers to gain a comprehensive view of complex educational phenomena [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. The study use of the triangulation design convergence model, which is particularly suited for combining qualitative and quantitative data, provided a fuller understanding of the quality of the STEM education implemented in Ghana according to Creswell and Clark [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e"},{"header":"3 Results","content":"\u003cp\u003eThis sub-section analyzes the STEM education policy in Ghana. This was done with the Government of Ghana\u0026rsquo;s Education Strategic Plan (ESP) 2018\u0026ndash;2030. Through the STEM education policy objectives, four themes were generated as follows: improving the quality of STEM education at all levels of study, increasing access to STEM programs in Ghana, integrating ICT in education, and enhancing teacher training in STEM subjects [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. These themes were used to analyze the STEM education curriculum.\u003c/p\u003e \u003cp\u003eThe first theme generated from the policy framework was the improvement of quality STEM education at all levels of study in Ghana, specifically focusing on STEM Senior High Schools in the country using two schools as the case. To determine how improved STEM education has been, the STEM education curriculum was analyzed. This was further modeled by the CIPP model to provide strong evidence of the improvement of the quality of STEM education. From the curriculum, the objectives, teaching activities and assessment strategy were analyzed to determine the quality of teaching and learning. The objectives and the evaluative questions from the curriculum were in alignment with each other.\u003c/p\u003e \u003cp\u003eThe CIPP model provided a framework for the evaluation of the curriculum and in this study, the model was utilized to provide judgement on the curriculum quality. The product evaluation stresses the outcome of the curriculum including an achievement of the curriculum objectives and improvement in student\u0026rsquo;s academic performance. To determine students improved academic performance, the curriculum made provision to assess students comprehensively. Both practical and paper-pencil assessments were included in the curriculum, providing a comprehensive strategy for assessing students in STEM subjects. Finally, an analysis was conducted to examine how the curriculum is preparing students for the future. The teaching and learning activities were examined to ascertain how students are acting as scientists. Some of the teaching and learning activities were hands-on authentic activities and active experimentation. These activities being facilitated by their teachers were creating into students \u0026lsquo;what scientists do\u0026rsquo;.\u003c/p\u003e \u003cp\u003eThe next thematic analysis was made on the increasing access to STEM education programs in Ghana. Accessibility of education among the citizens of the country is an international human right. Ghana has prioritized access to education for its citizens to be educated. In a technologically motivated world amid Artificial intelligence, it has become even more critical for Ghana to train its citizens with technological tools to catch up with a fast-paced developing global economy. For this, STEM education has become critical in the development of the nations. Through STEM senior high schools, the government of Ghana aims to empower its citizens with the application of STEM ideas which are project-based critical thinking abilities. The STEM SHSs are now accessible to all interested students from JHS, either male or female. Both genders have the opportunity to study any of the STEM programs either Robotics, Engineering, Biomedical Science, Aviation and Aerospace, Agriculture, and Manufacturing depending on the interest of the student without any limitation or whatsoever. The analysis therefore concluded that every student from Junior High School has equal access to study any of the STEM programs within any of the designated STEM SHSs across the country.\u003c/p\u003e \u003cp\u003eNotwithstanding, the integration of ICT/technology into STEM education is underscored. STEM education is primarily driven by technical improvement, as seen by countries such as Singapore and the United States, which have successfully integrated technology into their economies, consequently increasing STEM education for economic development. Technology plays a critical role in the successful implementation of the STEM education curriculum in Ghana.\u003c/p\u003e \u003cp\u003eFinally, enhancing teacher training in STEM subjects was one of the thematic areas considered during the analysis of the curriculum alignment with the STEM education policy since the success of the implementation of every curriculum depends on its implementers (teachers). Traditionally, Biology, Physics, Chemistry and Agricultural, ICT teachers were being trained with the pedagogy of their respective fields. The same cannot be said about the new robotics, manufacturing, aviation and aerospace, and engineering teachers hired in the STEM schools. Even the trained teachers who are hired to teach in the STEM-designated SHSs require some level of in-service training in implementing the curriculum. A portion of the questionnaire sent to STEM education instructors revealed that they had received some form of professional development training since beginning to teach at the STEM school, but it has not been sufficient.\u003c/p\u003e \u003cp\u003eIn conclusion, the STEM education being implemented in Ghana through designated STEM SHSs utilizes a curriculum which is in alignment with the national goal set out in its education strategic plan till 2030.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Science, ICT and Engineering teachers\u0026rsquo; knowledge, qualifications and experiences in teaching STEM courses\u003c/h2\u003e \u003cp\u003eTo determine teachers\u0026rsquo; knowledge, qualifications and experience in teaching STEM subjects across the STEM schools in Ghana, a questionnaire containing each part of this data was distributed among teachers in the STEM schools. Their responses to the questionnaire are shown in Tables\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e and \u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic Characteristics of Teachers\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFreq.\u0026nbsp;(F)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercentage %\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eAcademic qualification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCertificate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBachelor\u0026rsquo;s Degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e82.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMaster\u0026rsquo;s Degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eSubject taught in STEM school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSciences (Biology, Chemistry, Physics)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e17.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRobotics or computing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEngineering\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAgriculture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eManufacturing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAerospace\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eYears of teaching the subject\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u0026ndash;3 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e52.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4\u0026ndash;5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e7\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eSource: Field data, (2024) N (17)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eFrom Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the majority of teachers (82.4%) hold a Bachelor's degree, indicating a relatively high level of formal education among the teachers\u0026rsquo; participants. Only a small proportion (17.6%) have postgraduate qualifications, which could impact their ability to engage with advanced pedagogical techniques. The most common subject taught is Aerospace (29.4%), followed by Engineering (23.5%). Other subjects like Sciences (Biology, Chemistry, Physics), Robotics/Computing, and Agriculture have lower representation. This shows that there is a diversity in STEM subjects taught, but a higher concentration in specialized areas like Aerospace and Engineering. This distribution suggests that the STEM curriculum may be focused on specific industrial applications. Most teachers (52.9%) have 1\u0026ndash;3 years of teaching experience, while only a small number (5.9%) have more than 10 years of experience. The teaching staff appears relatively young or inexperienced, with over half having less than 3 years of experience. This may influence the depth of their pedagogical content knowledge. Teaching is a profession that serves to transform individuals into useful citizens of a nation. The profession demands a high level of responsibility and requires special training to acquire the necessary skills, knowledge, competencies, and ethics. Both academic and professional qualifications of teachers are essential in the teaching and learning process, especially in Science, Technology, Engineering, and Mathematics (STEM) education.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eKnowledge and Experience of teachers in STEM education\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eS/N\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eStatements\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"6\" nameend=\"c8\" namest=\"c3\"\u003e \u003cp\u003eResponse\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA (5)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eA (4)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eN (3)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eD (2)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSD (1)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am confident that I can properly teach STEM subjects.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.70*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSufficient training was given in STEM education during my teacher preparation program\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.29\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMy knowledge of current trends in STEM education is regularly updated.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.59\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI have access to adequate resources to teach STEM subjects.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.47\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel comfortable integrating technology into my STEM lessons.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.94*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI understand and can effectively teach the interdisciplinary nature of STEM.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e1.94\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am familiar with the latest pedagogical strategies for teaching STEM subjects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.18\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCollaborate with other teachers to improve my STEM teaching practices.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.76*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSTEM education-related professional development opportunities are regularly pursued.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.82\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI have experience using project-based learning in my STEM classroom.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.41\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am knowledgeable about the STEM curriculum and its objectives.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.53\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI find it easy to create lesson plans that incorporate STEM principles.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.47\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI have experience mentoring students in STEM-related extracurricular activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e4.05*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am confident in teaching students how to apply STEM knowledge in real-world situations.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.94*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI regularly use data and research to inform my STEM teaching practices.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.59\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am comfortable using the assessment strategy in the curriculum to measure the effectiveness of my STEM instruction.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e2.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI often integrate practical experiments in my teaching\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e4.12*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c8\" namest=\"c2\"\u003e \u003cp\u003eWhat kind of professional development have you received in STEM education? (Select all that apply)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWorkshops\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c8\" namest=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSeminars\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c8\" namest=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOnline courses\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c8\" namest=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIn-service training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c8\" namest=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOthers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c8\" namest=\"c3\"\u003e \u003cp\u003eMasters level Education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003eSource: Field data, (2024) N (17) Labels: Strongly Agree \u0026ndash; SA, Agree- A, Neutral \u0026ndash; N, Disagree- D, Strongly Disagree- SD *significant\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTeacher responses on their knowledge and experience in handling STEM subjects in these schools were measured with eighteen (18) items as seen in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Out of the eighteen (18) items, only six (6) of the items turn out to have positive feedback. Twelve of the items point to the fact that teachers in the STEM school need a professional development program tailored to the objectives of the STEM curriculum.\u003c/p\u003e \u003cp\u003eFrom Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, when teachers were asked about their confidence in their ability to teach STEM subjects effectively, they generally indicated that they felt confident in their ability with a mean score approaching 4 (agree). This is well understood as a significant proportion (82.4%) of these teachers have received or hold Bachelor\u0026rsquo;s degrees in their respective fields of Aerospace, Engineering, Sciences (Biology, Chemistry, Physics), Robotics/Computing, and Agriculture. It was therefore not surprising that the majority of the teachers reported that they are confident in teaching their respective fields. The teachers were asked if sufficient training was given during their STEM education teacher preparation. A mean score of 2.29 (Disagree), indicates that teachers in the STEM schools did not receive sufficient training towards the teaching of STEM. The teachers were trained to know the content knowledge of their respective fields but did not have a clear idea of the pedagogical content knowledge to be in the classroom at high schools. This also points to the fact that these teachers should be given rigorous professional development training. With a mean score of 2.59 (Disagree), teachers hinted that their knowledge of current trends in STEM education is outdated. This is worrying as the world is advancing, so if teachers fail to learn new things and always depend on the curriculum only, their students may complete school to become novices. Teachers should learn and update their notes for effective professional growth. On access to adequate resources to teach STEM subjects, teachers feel they have moderate access to resources, the mean suggests room for improvement in resource provision by the Ministry. Teachers also noted that they are comfortable integrating technology into their STEM lessons with a mean score of 3.94, approaching 4 (agree).\u003c/p\u003e \u003cp\u003eThe teachers were also asked if they understand and can effectively teach the interdisciplinary nature of STEM and their response indicate that, they cannot, with a mean value of 1.94 (Strongly Disagree) even though it is approaching 2 (Disagree). This is true because the teachers receive training in their individualized subject area as seen in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Since they were not traditionally trained to be teachers of STEM schools but to work in industries, they have a rich knowledge of their field but not overlap with other subject areas. The mean score value of 3.18 (neutral) suggests that teachers are unsure if they are familiar with the latest pedagogical strategies to teach STEM subjects. They were not sure of pedagogy in teaching because they lacked the pedagogical content knowledge, that is how to teach what they know. This requires that teachers in STEM schools should be encouraged to further their studies towards acquiring a post-graduate certificate in education (PGCE) as this will improve their professional standard. It was not surprising that, a significant number of the teachers' responses (mean score of 3.76) geared toward the fact that they collaborate with their colleagues to improve their STEM teaching. They do this to overcome their weakness and support one another towards improving practice. The teachers also hinted that they do not receive regular professional development opportunities related to STEM education with a mean score of 2.82 (Disagree), which is very worrying. These educators were not traditionally trained as teachers, and not having regular professional development programs for them will have a negative impact on students' learning progress. Another worrying aspect was the fact that STEM school teachers reported that they do not have experience in using project-based learning in their classrooms. As seen in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the majority of the teachers in the STEM schools are inexperienced with the act of teaching with 52.9% having 1\u0026ndash;3 years of teaching experience while only a small number (5.9%) have more than 10 years of experience. The majority of them (mean score of 2.47) also reported that they find it difficult to create lesson plans that incorporate STEM principles. This also calls for a robust professional development program for these teachers.\u003c/p\u003e \u003cp\u003eA significant proportion (mean score of 4.05) of the teachers support the view that they have experience mentoring students in STEM-related extracurricular activities. Also, as indicated by the mean of 3.94, the teachers reported that they are confident in teaching students how to apply STEM knowledge in real-world situations. This also supports the claim made by teachers that they often integrate practical experiments in their teaching as STEM subject requires practical activities to be effective.\u003c/p\u003e \u003cp\u003eTo find out the professional development training teachers have received over time, they were allowed to determine any. All the teacher (17) reported they have experienced workshop learning about their teaching profession though their responses to part of the questionnaire indicate that the workshop training may not be sufficient. Also, thirteen (13) teachers reported that they have had seminars on their teaching as a form of professional development. Nine (9) of the teachers also reported they have had an online course to supplement their professional growth. Some also hinted that they are pursuing some high-level postgraduate studies in their respective field. This shows the commitment teachers in these schools are putting in for professional development to support their students' learning.\u003c/p\u003e \u003cp\u003eThe analysis suggests that teachers teaching in the STEM schools possess the required minimum qualification being a Bachelor in their respective fields with some having an advanced level certificate as a master's and PhD showing commitment to continuous learning. Also, these teachers are experts in their fields such as engineering, robotics, manufacturing, aerospace and the sciences, with knowledge of their subject matter (content knowledge). However, since they were not trained as teachers, they lack the knowledge of how to teach the subject matter (pedagogical content knowledge) and therefore struggle to aid high school student learning. Therefore, these teachers should be taken through rigorous professional development training geared toward student learning to get the better of their students. Also, educational training providers such as universities and colleges of education in Ghana should consider the training of STEM education teachers and design their curricula so that they train the pre-service teacher in the rudiments of teaching students in STEM schools, considering the objective of the STEM education curricula.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Science and Technological Resources available to teach STEM\u003c/h2\u003e \u003cp\u003eHere, the science (Physic, chemistry, biology and agriculture) and technological (robotics, computing, engineering, aerospace, and manufacturing) resources availability were ascertained and then evaluated to check their effectiveness in support of learning. A structured interview was conducted with the Heads of Departments (HODs) of the two schools and their responses were analysed under three themes; availability, effectiveness, support and training for teachers to use them. Also, to support the availability of resources and their effective usage, an observation checklist was used to determine which of the mentioned resources by the HODs were available and how effective they were in supporting students learning.\u003c/p\u003e \u003cp\u003eFrom the responses of the HOD and observation made by the researcher, the following resources were available: sufficient classrooms, desks and chairs, sufficient lighting, proper ventilation systems, textbooks for STEM subjects, computers/ICT tools such as robotic and simulation software, science laboratories, aviation laboratory, engineering laboratory and equipment.\u003c/p\u003e \u003cp\u003eAfter knowing that these resources are available to support teaching and learning, their accessibility was also questioned. This is what the two HODs have to say about resource accessibility.\u003c/p\u003e \u003cp\u003eHOD 1:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eYes, the resources we have in the school are meant to be used by the teachers and students so we don\u0026rsquo;t restrict any of these in their usage provided they are going to take precautionary measures in safeguarding the resources for their prolonged usage\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eHOD 2:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003eOh, teaching and learning resources are meant for teachers and students to use. They can use them at any time and as much as they want. With the students, they need to be guided as some of the resources are technical to use. So, we don\u0026rsquo;t allow them to use them when there is no facilitator to guide them. Aside from that, the materials are always available to be used by the teachers and students\u003c/em\u003e \u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe responses from the two HODs suggest that resources are not only available in the school to teach STEM subjects but are also accessible to be used by teachers and students.\u003c/p\u003e \u003cp\u003eFinally, part of the analysis looks at the effectiveness of the resources in support of learning. This was defined here as the achievement of the objective stated in the curriculum. To find out how the resources are helping to achieve the objectives of the curriculum, the HOD were asked \u0026ldquo;How effective are the current resources in achieving the objectives of STEM education?\u0026rdquo;. Below are their responses;\u003c/p\u003e \u003cp\u003eHOD 1:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI organize a meeting from the beginning of every term to find out what is needed by the teachers in terms of resources to teach effectively. When they make requests, I make sure they are provided within the shortest possible time because they are the ones with the students every day. No one has complained of not getting resources to aid their teaching due to my proactive leadership. So, to me, I will say that the resources we have in the school are the ones needed to achieve the objective of the curriculum\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eHOD 2:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe resources available are supporting the curriculum implementation. Because the teachers use them every day in their lessons as I have witnessed on several occasions. I sometimes invite some of the students in my office to ask them if their teachers make use of the available resources. Their response suggests that it is because teachers take them to the lab that why they find interest in learning STEM subjects.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe HODs further agree that the resources in their school support the implementation of the STEM education curricula. The resources highlighted here encompass physical (Classrooms and laboratories, Material (Textbooks, Workbooks, educational software, online resources, audio-visual equipment, Technological (computers, Tablet, Projector, Internet access, educational applications, robotic software) and Digital (online educational platforms, digital textbooks, educational websites, virtual field trip) resources that support the teaching and learning of STEM.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.3 The academic performance of students in the STEM schools\u003c/h2\u003e \u003cp\u003eTo cater for the minimal variability in resource availability within the two schools selected for the study, all the second-year student's termly assessment was sample to make the analysis. To aid this, 212 students' academic scores for the third term were used from each school. The mean score for Abomosu STEM SHS for the selected students was 62.65% while that of Bosomtwe STEM SHS was 65.30%. Due to differences between available resources, the academic performance of the two schools were not compared. A mean score of 62.65 and 65.30 respectively out of 100% across the two schools shows that the academic performance of students in the two STEM schools was at the average level.\u003c/p\u003e \u003c/div\u003e"},{"header":"4 Discussion","content":"\u003cp\u003eThe first finding was that STEM education curricula used in STEM SHSs in Ghana are in alignment with the Government of Ghana\u0026rsquo;s Policy on STEM Education. The Government of Ghana through the Ministry of Education in their revised educational strategic plan set out a goal to develop its citizens through STEM skills and literacy to meet the demands of the changing local and global economy amid technological advancement [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e][\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. To confirm if the STEM curriculum aligns with the Government\u0026rsquo;s policy, various components such as general and specific objectives, activities, and assessment strategies either formative or summative assessment of the curriculum were analyzed. Also, available human resources and access to STEM schools for both genders were analyzed. Qualitatively, these were categorized into themes generated from the education strategic plan such as improving the quality of STEM education at all levels of study, increasing access to STEM programs in Ghana, integrating ICT in education, and enhancing teacher training in STEM subjects [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The flexibility of the model assisted several curriculum components to be evaluated based on the data obtained from the visit to the schools. As cited in Derma, the CIPP model of curriculum evaluation offers several benefits such as making provision for a comprehensive framework for evaluating the effectiveness of a curriculum [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Also, it was a good way to evaluate a wide range of curricula, from individual courses to entire programs. The CIPP model was an iterative process, meaning that it was intended to be used throughout the entire curriculum development and implementation cycle as seen in \u003cem\u003eFig.\u0026nbsp;1\u003c/em\u003e. It was used to identify improvement areas and make ongoing curriculum changes. It also provided a systematic approach to curriculum evaluation, with each component building on the previous one to create a comprehensive evaluation of the curriculum [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e][\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSecondly, it was found that STEM teachers have the required qualifications to teach STEM subjects but were inexperienced and lack pedagogical content knowledge. These qualifications comprise physics, biology, chemistry, engineering, mathematics and computing (ICT). Teachers\u0026rsquo; qualification shows that they have content knowledge in their respective fields but their pedagogical knowledge was minimal to support the effective implementation of the STEM curricula. According to Akiri and Dori, STEM teacher education can be summarized as training teachers to acquire STEM knowledge and skills, have STEM thinking and ability, master STEM teaching methods, and ultimately improve teachers' self-confidence in STEM teaching so that STEM teachers can integrate content and innovate a comprehensive training program for teaching [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. As a result, STEM teacher education must prepare teacher candidates with strong STEM subject knowledge, as well as knowledge of teaching content and the ability to pay attention to students' thinking. Teacher qualifications are the precise abilities, experiences, and information that qualify an individual to teach in the classroom. A qualified teacher is someone who has received educational training and possesses the skills and abilities required to teach effectively [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. This comprises extensive experience, subject matter knowledge, pedagogical delivery methodologies, and a grasp of the needs of the students [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]. Teacher professionalism entails theoretical and practical knowledge, ethical norms of conduct, ongoing in-service growth, and the delivery of critical and qualitative services to society [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e] [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e] [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. These characteristics improve the quality of education and the public perception of teachers. Capacity building, or continual professional development, assists instructors in improving their pedagogical delivery in the classroom.\u003c/p\u003e \u003cp\u003eSTEM teachers should be intentional about STEM lessons [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Teachers must plan and study the concepts for the STEM lesson. They must identify the standards and build the STEM lesson objectives on those standards. While students are working on the STEM project, teachers should encourage and ask questions to help them understand more deeply in that STEM lesson. Students finish their task and share the knowledge they have gained; they establish the connections and corroborate the extensive learning that transpired in their collaborative group. Teachers must participate in these talks to help students become conscious of their knowledge and fill in any gaps in their previous learning. When STEM teachings are incorporated and active learning occurs, children may be inspired to pursue STEM careers and enhance their math and science interests and performance [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. STEM education is multidisciplinary, allowing students to apply project-based learning to real-world challenges. Instead of sharing knowledge to assist students in completing the STEM project, the teacher connects learning to various disciplines by asking questions and supporting topic learning. Teachers are usually leaders who offer pupils with the information they need to succeed. STEM teachings may require teachers to step outside of their comfort zone in order to assist pupils develop problem-solving and critical thinking skills [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. To do this in STEM schools, instructors must be qualified and have both content knowledge (CK) and pedagogical content knowledge (PCK). Teacher quality significantly impacts student educational outcomes and is the most important school-based element for boosting student accomplishment [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. As a result, it comes as no surprise that various publications and programs have focused on the quality of the teacher workforce. The quality of teachers training pupils in science, technology, engineering, and math (STEM) fields has been highlighted as a major concern. STEM teacher education teaches teachers to recognize, apply, and integrate scientific, technical, engineering, and mathematical concepts and understand and innovate ways or solutions to solve complex problems [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e] [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e] [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Therefore, STEM teacher education must train teacher candidates to have strong knowledge of their content and ways of teaching the content.\u003c/p\u003e \u003cp\u003eThirdly, the study further found that there were sufficient resources available to teach STEM subjects effectively. Resources are an important aspect of educational institutions and STEM education cannot be exempted. In a technology-inclined world and economy, teaching and learning resources such as laboratories for engineering and science learners have even become more critical. Unlike the previous years when education was teacher-centered, nowadays students take control of their studies and teaching aids or resources take center stage in this form of learning. It is this form that Ausubel and John Dewey classified as meaningful learning because the students can learn by interacting with the learning material and thinking critically to find solutions to problems during their interaction. According to the constructivist theory, the student will be able to also develop their knowledge which may lead the student to be curious to learn more. Being curious about phenomena brings out discovery and such students are what the world needs to tackle challenges.\u003c/p\u003e \u003cp\u003eAccording to Ausubel, resources such as the Science Laboratory allow pupils to engage in meaningful learning as they allow students to engage in practical lessons provided the teacher is willing to support student\u0026rsquo;s learning. Ausubel's philosophy of meaningful learning values practical lessons, but emphasizes preliminary and present knowledge [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. According to the literature [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e][\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e][\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e][\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] meaningful learning is non-conditional, non-memorization, and does not rely on a single point of view or authority knowledge. Meaningful learning is defined as a learning activity based on learning and individuality, a product of high-level thinking skills (transfer, problem-solving, interpreting, critical thinking, etc.), the result of individual research and examination, interactive, shaping with original thinking, learning by doing and living [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. As a result, meaningful learning, one of the most fundamental aspects of learning, can be realized using the most effective constructivist technique in today's teaching idea [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Also, educational technology tools such as software, simulations, and online resources improve learning and give engaging experiences [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e] [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Notwithstanding, digital literacy integrates digital skills and coding into the curriculum, recognizing their importance in all STEM fields [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Online and Blended Learning also leverage online platforms for teaching and learning, allowing for more personalized and accessible STEM education [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe fourth finding made in this study was that students\u0026rsquo; academic performance in the STEM schools was at the average level which may be due to teachers\u0026rsquo; inexperience in handling STEM subjects and minimal PCK. Several research shows that teachers\u0026rsquo; quality including content knowledge and pedagogical knowledge plays a significant role on student\u0026rsquo;s academic performance in STEM [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e] [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e] [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. The students in the STEM school's academic performance were discovered to be at the average level because teachers were finding challenges in understanding how their students learn to support them. This requires that these teachers get exposed to rigorous professional development programs aiming at equipping them with how to teach and manage students in STEM schools.\u003c/p\u003e \u003cp\u003eTo improve students\u0026rsquo; academic performance in STEM subjects, teachers must introduce students to career talks, role models, and job-related activities in primary and middle school [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. In this way, pupils can be driven to learn and develop an interest in STEM areas [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. According to the President's Council of Advisors on Science and Technology [PCAST] (2010), teachers should have certain qualities in order to prepare and promote students in STEM fields [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. STEM teachers are expected to have a thorough understanding of their course topics, concepts, and procedures in order to explain them from many perspectives. Teachers encourage students to investigate, stay up-to-date on current concerns, and have sufficient STEM core understanding to answer students' inquiries. They also ask thought-provoking questions. This can build student enthusiasm in STEM and inspire them to engage in these domains for life. Encourage students to question assumptions rather than accept what is supplied; Develop students' capacity to ask research questions and find ways to solve them, rather than simply teaching students to answer predictable questions; Have a methodical knowledge to help classroom management and illuminate STEM issues; Have a deep understanding of how students approach STEM subjects [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSimilarly, there have been several studies in recent years about the status, quality and trends of STEM education from both developed and developing nations towards the development of 21st-century skills among their citizens [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e][\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e] [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e] [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e] [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. For example, [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e] made a comparable review of the current status and trends of Science, Technology, Engineering and Mathematics (STEM) in the USA, Europe, Singapore and Malaysia. The review reflects that the situation of STEM education differs from one country to the other. For instance, it seems STEM education in the USA is affected by the racial, ethical, cultural, linguistic, socioeconomic, gender and geographic aspects due to the wide diversity of the society. The study also elicited that there is an inadequate number of teachers skilled in STEM subjects in the USA. In European countries, reports indicate that the number of students who are interested in pursuing a career in the field of STEM is low. However, the review reveals that Singapore has emerged as a top STEM education country. With regard to the state of STEM education in Malaysia, the review reflects that it still faces some issues such as insufficient localized STEM learning materials and weak interest of students in continuing STEM-related studies at the secondary and tertiary levels [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. Tayeb further added that STEM is a significant approach in modern pedagogy, which is considered a crucial factor that drives economic growth, creates new jobs and solves environmental and global problems. Due to its importance, nations across the world firmly insist on engaging every student in high-quality STEM education in such a way that they can be innovators, researchers or leaders who have the ability to think critically and contribute to developing the world.\u003c/p\u003e \u003cp\u003eFurthermore, A mixed method approach with triangulation of instruments was employed by Rinchen and Utha to examine the current state of STEM education in schools under Samtse Dzongkhag in Bhutan. The study specifically explored the competency of STEM teachers, the infrastructure and resources available to support STEM education, the proficiency of teachers in the use of ICT in education, and the performance of students in STEM subjects. The study reveals that STEM teachers have at least a first degree from a recognised university and a majority have taught STEM subjects for more than a decade. The study also reveals that the professional development (PD) programs attended by the STEM teachers is far below what is envisioned by the Ministry of Education and Skills Development. It was therefore recommended that revisiting the policy of professional development (PD) and providing the mandated hours of PD to teachers, upgrading laboratory equipment and apparatus, encouraging scientific research to promote innovation, and allowing students to bring mobiles to school to increase access to technology and enhance learning is ideal [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAdditionally, Liu also investigated the current situation and analysis of STEM education competencies of Education majors and found that the STEM education concept is widely recognised, and the current status of education majors' overall STEM education competency is at an intermediate level [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Finally, McDonald made a critical review of two hundred and thirty-seven literature on the contribution of science, technology, engineering and mathematics to STEM education. The critical review of this number of studies reveals that it is importance to focus on the junior secondary phase of schooling to maintain student interest and motivation to engage in STEM; the implementation of effective pedagogical practices to increase student interest and motivation, develop 21st century competencies, and improve student achievement, and the development of high-quality teachers to positively affect students\u0026rsquo; attitudes and motivation towards STEM [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e].\u003c/p\u003e"},{"header":"5 Conclusions","content":"\u003cp\u003eThe state of STEM education in SHSs Ghana indicates that the country is on the path of achieving quality STEM education by equipping its citizens with 21st-century skills such as critical thinking, problem-solving, analytical thinking, computational thinking, creativity and innovation which characterized STEM education. It is therefore recommended that the Ministry of Education should endeavour to roll out similar programs into its elementary-level education equipping young learners with the analytical and problem-solving mindset. In-service STEM education teachers should be taken through rigorous PD training to equip them with how to teach students in the STEM schools. Additionally, the Ministry of Education should ensure that teachers hired to teach in STEM-designated schools are professionally trained teachers with both content and pedagogical knowledge of their respective fields in STEM subjects. Also, designated schools should be monitored of their resources, preventing damage of newly procured ones.\u003c/p\u003e"},{"header":"Declarations","content":" \u003cp\u003e \u003cstrong\u003eEthical approval and consent to participate\u003c/strong\u003e \u003cp\u003eThe author obtained approval from the ethics committee of University of Education, Winneba with a letter REF \u003cem\u003eISED/PG/VOL.1/81\u003c/em\u003e. The procedures used in this study adhere to the tenets of the university\u0026rsquo;s ethical requirements. The author sought the Informed Consent of the Heads of Department, teachers and students and assured them of data confidentiality and privacy in this study.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent for publication\u003c/strong\u003e \u003cp\u003eThe participants have consented to the submission of the journal.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConflict of Interest\u003c/strong\u003e \u003cp\u003eThere is no conflict of interest\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eCompeting interests\u003c/strong\u003e \u003cp\u003eThe author has no competing interests to declare that are relevant to the content of this article.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eNo funding was received for conducting this study.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eE.O. prepared the manuscript text, figures, tables, analysis and discussion of the study.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eTo the teachers and students of STEM senior high schools in Ghana, I send my heartfelt gratitude for their co-operation and participation in this study.\u003c/p\u003e\u003ch2\u003eData availability\u003c/h2\u003e \u003cp\u003eThis article reports data from teachers\u0026rsquo; feedback, students termly academic scores, the education strategic plan and STEM education curricula. The education strategic plan and STEM education curricula are available on the Ministry of Educations platform but the response from teachers and students\u0026rsquo; termly academic scores are restricted from the public due to data identifiable information.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAcar, D., Tertemiz, N., \u0026amp; Taşdemir, A. The relationship between mathematics and science problem-solving skills and achievements of students who were being educated with STEM. Bartın University Journal of Educational Research. 2020; \u003cem\u003e3\u003c/em\u003e(2), 12\u0026ndash;23.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAggarwal, S. 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IERI Monograph Series: Issues and Methodologies in large scale Assessment, 2009. 2.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"STEM Education, Quality Education, Status, Curriculum, Pedagogy, Evaluation.","lastPublishedDoi":"10.21203/rs.3.rs-5355208/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5355208/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe study aims to investigate the status and quality of Senior High School\u0026rsquo;s Science, Technology, Engineering and Mathematics (STEM) education in Ghana since its inception in 2018. Following the utilization of positivist and interpretivism paradigms, the triangulation design convergence model was adopted to collect qualitative and quantitative data from 212 students and 17 teachers across two STEM schools using document analysis, questionnaires, interviews, and observations with equal weighing informing the interpretation.\u003c/p\u003e \u003cp\u003eThe analysis showed that the STEM curricula in the schools aligned with Ghana's STEM Education policy, with sufficient resources to support its implementation. However, student performance was average attributed to teachers' lack of experience in teaching STEM subjects.\u003c/p\u003e \u003cp\u003eThe study recommends a full integration of STEM curricula from early education through university to foster critical thinking and creativity. In-service teachers in STEM schools should be taken through rigorous professional development training on how to teach what they know to maximize their students\u0026rsquo; interest. Furthermore, education training providers should design the rudiments of teaching STEM subjects and train pre-service teachers specifically for STEM Education. Finally, the Ministry of Education should establish efficient resource procurement systems to ensure the continuous supply of resources to STEM schools.\u003c/p\u003e","manuscriptTitle":"An Evaluative Case Study of the Status and Quality of STEM Education in Senior High Schools in Ghana","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-12-18 07:33:14","doi":"10.21203/rs.3.rs-5355208/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6f99c486-6a79-4126-87cc-e7fa353d6156","owner":[],"postedDate":"December 18th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-04-17T09:38:10+00:00","versionOfRecord":[],"versionCreatedAt":"2024-12-18 07:33:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5355208","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5355208","identity":"rs-5355208","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}