Enriching Science Technology Engineering and Mathematics Teachers’ Awareness and Utilization of Research Findings on Instructional Strategies through Collaborative Intervention in Ibarapa Region
DOI:
https://doi.org/10.47604/ajep.3972Keywords:
STEM, Collaboration, Instructional Strategies, Awareness, UtilizationAbstract
Purpose: The goal of this study is to examine the level of awareness of STEM teachers about the educational research findings on instructional strategies before and after collaborative intervention. Also, the study examines the level of utilization of educational research findings on instructional strategies by STEM teachers. The study intends to investigate the effects of utilization of educational research findings on instructional strategies by STEM teachers on student’s academic performance in STEM subjects
Methodology: Collaboration action research method was adopted in the study. This involves the working together of the Experts (Researchers) and STEMS teachers in the secondary schools with the aim of sharing expertise knowledge, fostering dialogue and enhancing STEM teachers’ awareness and utilization of educational research findings on instructional strategies. The purposive sampling technique was used for the selection of sixty (60) STEM teachers with minimum of first degree (BSc.Ed or BSc). The instruments used in the study were educational research findings package for collaborative intervention. This was developed from three Ph.D theses related to STEM education subjects. The data collected were analyzed using descriptive statistics of frequency count, simple percentage, mean and standard deviation. Tables were used to preset the data
Findings: The result shows that STEM teachers have moderate knowledge about educational research findings on instructional strategies and they have been adopting part in the teaching/learning process. However, the level of awareness and utilization increased after the intervention as shown by the weighted mean of .66 to .77 and 3.18 to 3.28 respectively.
Unique Contribution to Theory, Practice ad Policy: The study was built around three theories Lev Vygotsky’s Social Constructivist Learning Theory, Communication Theory or Diffusion of Innovation Theory ad Model of knowledge Transfer Theory. Based on the findings it was suggested that workshops and in-service training programs should be organized for STEM teachers on regular basis to update their knowledge on the current findings and way of utilizing the findings in the teaching/learning of STEM subjects which will lead to good students’ academic performance and increase in the admission rate to higher institutions.
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Copyright (c) 2026 Dr. Bamidele, Abiodun Daniel, Dr. Adegoke, Adebare Idowu
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