An evaluation of the challenges of implementing STEM education in public primary schools in Birnin Kebbi LGA, Kebbi State
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- NGN 5000
Background of the Study
Implementing STEM education in public primary schools is critical for laying a strong foundation for future academic and career success in science, technology, engineering, and mathematics. In Birnin Kebbi LGA, Kebbi State, efforts to introduce STEM curricula at the primary level have been met with both promise and significant challenges. These challenges include inadequate funding, a shortage of qualified teachers, and limited access to modern teaching aids. Public primary schools in this region often operate with outdated infrastructure and teaching resources, which impedes the effective delivery of STEM content (Umar, 2023). Furthermore, the traditional emphasis on rote learning rather than inquiry-based approaches limits the potential for hands-on learning experiences that are essential in STEM education. Despite government initiatives aimed at reforming education and introducing modern pedagogical approaches, the implementation of STEM programs remains inconsistent across schools in Birnin Kebbi LGA. Teachers frequently express concerns about their ability to deliver STEM lessons due to insufficient training and the absence of continuous professional development opportunities (Ibrahim, 2024). Additionally, cultural factors and parental attitudes toward education may further constrain the adoption of innovative STEM practices. The challenges are compounded by logistical issues such as inadequate classroom space and poor maintenance of educational facilities. This study seeks to critically evaluate the challenges associated with implementing STEM education in public primary schools in Birnin Kebbi LGA, with the aim of identifying key obstacles and proposing feasible strategies to overcome them. By collecting data from teachers, school administrators, and relevant stakeholders, the research will assess the extent to which these challenges affect the quality of STEM instruction and student outcomes. The findings are expected to provide a comprehensive understanding of the current state of STEM education in the region and inform policy interventions that can bridge the gap between educational reforms and classroom realities (Umar, 2023; Musa, 2025).
Statement of the Problem (300 words)
Despite the growing recognition of the importance of STEM education, public primary schools in Birnin Kebbi LGA face significant implementation challenges. Inadequate funding and poor infrastructural conditions have resulted in insufficient STEM resources, such as modern laboratories and digital teaching aids, thereby limiting hands-on learning opportunities. Many teachers lack the specialized training necessary to deliver STEM content effectively, and there is a dearth of ongoing professional development programs that could address these gaps (Ibrahim, 2024). Additionally, the traditional emphasis on memorization over problem-solving in the curriculum further hampers the integration of STEM methodologies. Parental and community resistance to new teaching methods, combined with bureaucratic delays in policy implementation, exacerbate these issues. Consequently, the intended benefits of STEM education—enhanced critical thinking, creativity, and technical skills—are not fully realized in these schools. This study seeks to investigate the extent of these challenges by exploring the perspectives of educators, administrators, and other stakeholders. The aim is to identify the key obstacles that hinder the effective implementation of STEM programs and to propose targeted strategies to overcome them. Addressing these challenges is crucial to ensuring that all primary school students in Birnin Kebbi LGA have the opportunity to develop the skills necessary for future success in STEM fields (Umar, 2023; Musa, 2025).
Objectives of the Study
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To assess the challenges faced in implementing STEM education in public primary schools.
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To identify key obstacles affecting the quality of STEM instruction.
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To recommend strategies for effective implementation of STEM programs.
Research Questions
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What are the main challenges in implementing STEM education in public primary schools in Birnin Kebbi LGA?
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How do infrastructural and resource limitations affect STEM learning?
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What interventions can overcome these challenges and improve STEM education?
Research Hypotheses
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H₁: Inadequate funding negatively affects the implementation of STEM education.
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H₂: Teacher training deficiencies are significantly correlated with poor STEM instructional quality.
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H₃: Improved infrastructural support will enhance the effectiveness of STEM education.
Significance of the Study (100 words)
This study is significant as it evaluates the challenges of implementing STEM education in public primary schools in Birnin Kebbi LGA. The findings will provide essential insights for policymakers and educators to design interventions that address infrastructural, resource, and training deficiencies. By identifying the obstacles and proposing practical solutions, the study aims to improve the overall quality of STEM education and ensure that young learners are well-prepared for future academic and professional challenges in STEM fields.
Scope and Limitations of the Study
This study is limited to evaluating the challenges of implementing STEM education in public primary schools in Birnin Kebbi LGA, Kebbi State. It focuses solely on implementation challenges and does not cover private institutions.
Definitions of Terms
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STEM Education: Instruction in science, technology, engineering, and mathematics disciplines.
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Implementation Challenges: Obstacles that hinder the effective introduction and integration of educational programs.
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Public Primary Schools: Government-funded elementary schools.
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