An investigation into the relationship between students’ interest in STEM and their career aspirations in Ifelodun LGA, Kwara State
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- NGN 5000
Background of the Study
Students’ interest in STEM subjects is often regarded as a critical predictor of their future career aspirations in science, technology, engineering, and mathematics fields. In Ifelodun LGA, Kwara State, the growing emphasis on STEM education has sparked considerable interest among educators and policymakers to understand how early academic experiences influence long-term career choices. Research shows that students who develop a strong interest in STEM during their formative years are more likely to pursue related careers, thereby contributing to the development of a skilled workforce (Musa, 2025). Factors influencing this interest include effective teaching methods, supportive school environments, and exposure to real-world STEM applications. Positive learning experiences in STEM subjects can foster curiosity, enhance problem-solving abilities, and build self-confidence, all of which are crucial for future career success (Adamu, 2023). In Ifelodun LGA, initiatives such as career guidance programs, STEM clubs, and mentorship opportunities have been introduced to stimulate student interest and provide pathways to STEM careers. However, challenges persist due to socio-economic factors, limited access to quality education, and disparities in resource allocation among schools. These issues may result in a disconnect between students’ academic interests and their career aspirations. Moreover, cultural expectations and family influences also play a role in shaping career choices, sometimes discouraging students from pursuing STEM careers despite their interest. This study seeks to investigate the relationship between students’ interest in STEM subjects and their subsequent career aspirations. It will explore how various internal and external factors contribute to this relationship and identify potential strategies to enhance the transition from academic interest to professional pursuit in STEM fields (Ibrahim, 2024). The ultimate goal is to provide evidence-based recommendations for educators and policymakers to design interventions that foster sustained interest in STEM and support students in realizing their career ambitions.
Statement of the Problem (300 words)
In Ifelodun LGA, despite various initiatives aimed at promoting STEM interest, a gap remains between student engagement in STEM subjects and their eventual career aspirations. Many students exhibit high levels of interest during their school years but fail to translate this enthusiasm into concrete career goals due to a range of challenges. Socio-economic limitations, inadequate career guidance, and insufficient exposure to STEM role models often lead to a disconnect between academic interest and professional pursuit (Adamu, 2023). Additionally, the existing curriculum may not provide adequate information on STEM career opportunities, and parental or cultural influences can sometimes discourage students from pursuing STEM careers. This disconnect results in underrepresentation of local talent in the STEM workforce, which could have long-term negative effects on regional development and innovation. The absence of structured mentorship and career counseling programs further exacerbates this issue, leaving students without the necessary guidance to align their academic interests with potential career paths. Consequently, while many students show potential in STEM subjects, the lack of clear pathways and support systems prevents them from pursuing STEM careers. This study aims to systematically explore these challenges by analyzing both qualitative and quantitative data on student interest, career aspirations, and influencing factors. The findings will help identify the critical barriers that hinder the transition from academic interest in STEM to career commitment, providing a basis for developing targeted interventions to bridge this gap (Ibrahim, 2024; Musa, 2025).
Objectives of the Study
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To assess the level of student interest in STEM subjects in Ifelodun LGA.
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To examine the relationship between academic interest in STEM and career aspirations.
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To recommend strategies for aligning student interest with STEM career opportunities.
Research Questions
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What is the level of interest in STEM subjects among students in Ifelodun LGA?
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How does academic interest in STEM influence students’ career aspirations?
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What interventions can bridge the gap between academic interest and career pursuit in STEM?
Research Hypotheses
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H₁: There is a significant positive correlation between students’ interest in STEM and their career aspirations.
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H₂: Lack of career guidance negatively impacts the transition from STEM interest to career pursuit.
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H₃: Enhanced mentorship programs increase the likelihood of students pursuing STEM careers.
Significance of the Study (100 words)
This study is significant as it investigates the critical link between student interest in STEM and their career aspirations in Ifelodun LGA. The results will provide valuable insights for educators and policymakers to develop effective career guidance and mentorship programs. By addressing the barriers that prevent the translation of academic interest into professional commitment, the study aims to foster a stronger, more innovative STEM workforce, ultimately contributing to regional economic development and technological advancement.
Scope and Limitations of the Study
This study is limited to examining the relationship between student interest in STEM and career aspirations in selected secondary schools within Ifelodun LGA, Kwara State. It focuses solely on academic and career-related factors.
Definitions of Terms
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STEM Interest: The level of enthusiasm and engagement students show toward science, technology, engineering, and mathematics subjects.
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Career Aspirations: Students’ long-term professional goals and desired career paths.
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Mentorship Programs: Structured initiatives designed to guide and support students in their academic and career development.
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