An assessment of teachers' perceptions of STEM curriculum effectiveness in Pankshin LGA, Plateau State
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Background of the Study
Teachers' perceptions of curriculum effectiveness are critical indicators of the overall quality and impact of educational programs. In Pankshin LGA, Plateau State, the effectiveness of the STEM curriculum is influenced not only by its content but also by how well it is received and implemented by educators. Teachers are on the frontline of curriculum delivery, and their perceptions regarding the relevance, coherence, and applicability of STEM curricula directly affect their teaching practices and, consequently, student learning outcomes (Chinwe, 2023). Positive perceptions can lead to enthusiastic implementation, innovative instructional strategies, and effective integration of classroom and practical learning activities. Conversely, if teachers perceive the curriculum as outdated or misaligned with students' needs, they may resort to traditional methods that undermine the potential of STEM education (Ibrahim, 2024). In Pankshin LGA, factors such as inadequate teacher training, limited instructional resources, and a lack of continuous curriculum review processes contribute to varied perceptions among teachers. Some educators feel that the current STEM curriculum does not adequately address contemporary scientific developments or foster critical thinking skills. Additionally, the rapid evolution of technology demands frequent curriculum updates, which are not always met by the existing educational framework. This study aims to assess teachers' perceptions of the STEM curriculum's effectiveness in Pankshin LGA, exploring the strengths and weaknesses of the current program from the educators' perspective. By gathering qualitative and quantitative data through surveys and interviews, the research seeks to identify areas where the curriculum aligns with modern STEM education needs and areas that require improvement. The ultimate goal is to provide recommendations that can inform curriculum reform and professional development initiatives, thereby enhancing the quality of STEM education in the region (Chinwe, 2023; Musa, 2025).
Statement of the Problem (300 words)
Despite significant investments in the development of STEM curricula, many teachers in Pankshin LGA express concerns regarding its overall effectiveness. A significant number of educators report that the curriculum lacks flexibility and fails to incorporate emerging scientific and technological trends, leading to a disconnect between classroom instruction and real-world applications (Chinwe, 2023). This situation is compounded by limited access to updated teaching materials and insufficient professional development opportunities, which hinder teachers' ability to adapt the curriculum to meet diverse student needs. As a result, the perceived inadequacies of the STEM curriculum contribute to inconsistent instructional quality and variable student outcomes. The lack of a robust feedback mechanism further exacerbates these challenges, as teachers are not provided with structured channels to communicate their concerns or suggest improvements. Consequently, the curriculum remains static, failing to evolve in response to the rapidly changing demands of STEM fields. This study seeks to systematically evaluate teachers' perceptions of the current STEM curriculum in Pankshin LGA and identify the key challenges that undermine its effectiveness. By understanding the perspectives of educators, the research aims to uncover the specific areas where the curriculum falls short and to propose actionable recommendations for its improvement. Addressing these issues is essential for ensuring that the STEM curriculum is not only current and relevant but also effectively supports the development of critical thinking and problem-solving skills among students (Ibrahim, 2024; Musa, 2025).
Objectives of the Study
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To assess teachers' perceptions of the current STEM curriculum in Pankshin LGA.
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To identify key challenges affecting the curriculum's effectiveness.
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To recommend improvements for enhancing curriculum quality and implementation.
Research Questions
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What are teachers' perceptions of the effectiveness of the STEM curriculum in Pankshin LGA?
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What challenges do educators face in implementing the current STEM curriculum?
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What changes can improve the alignment of the STEM curriculum with modern educational needs?
Research Hypotheses
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H₁: Positive teacher perceptions of the STEM curriculum are associated with better student outcomes.
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H₂: Inadequate professional development negatively affects teachers' perceptions of curriculum effectiveness.
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H₃: Regular curriculum updates improve teachers' perceptions and instructional practices.
Significance of the Study (100 words)
This study is significant as it provides a detailed evaluation of teachers' perceptions of the STEM curriculum in Pankshin LGA. The insights gained will be invaluable for policymakers, curriculum developers, and educational leaders to identify shortcomings and areas for reform. By addressing the concerns of educators, the study aims to enhance the effectiveness of the STEM curriculum, ultimately leading to improved teaching practices and better student performance. The recommendations will support the creation of a more dynamic, responsive, and effective STEM education framework in the region.
Scope and Limitations of the Study
This study is limited to assessing teachers' perceptions of the STEM curriculum in public secondary schools within Pankshin LGA, Plateau State. It focuses exclusively on educators' viewpoints and does not incorporate student or parental perspectives.
Definitions of Terms
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STEM Curriculum: A structured educational program focused on science, technology, engineering, and mathematics.
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Teacher Perceptions: The beliefs and opinions of educators regarding the quality and effectiveness of a curriculum.
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Curriculum Effectiveness: The extent to which a curriculum meets its educational objectives and improves student learning outcomes.
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