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

Abstract

The study aims to investigate the status and quality of Senior High School’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. 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.