The effect of home environment on students' interest in STEM subjects in Dawakin Kudu LGA, Kano State
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- NGN 5000
Background of the Study
The home environment plays a crucial role in shaping students' academic interests and attitudes, particularly in subjects that require sustained intellectual engagement such as STEM. In Dawakin Kudu LGA, Kano State, there is growing concern about the declining interest in STEM subjects among secondary school students. Research suggests that a supportive home environment, characterized by access to learning resources, parental encouragement, and a culture of academic inquiry, can significantly influence a student’s enthusiasm for STEM disciplines (Smith, 2023; Thompson, 2024). Families that prioritize education and provide intellectual stimulation at home tend to foster curiosity, self-directed learning, and resilience among students. Conversely, households lacking educational resources or exposure to STEM-related activities may inadvertently dampen students’ motivation to pursue these subjects. In Dawakin Kudu LGA, socioeconomic challenges, limited access to technology, and cultural factors have created an environment where students are often disengaged from STEM learning. Despite the increasing recognition of the importance of STEM education for national development, there remains a disconnect between classroom learning and home-based academic support (Umar, 2023). This study explores how various aspects of the home environment, including parental involvement, availability of study materials, and the overall learning atmosphere, affect students' interest in STEM subjects. By examining both qualitative and quantitative data, the research aims to identify specific factors that either encourage or hinder student engagement with STEM content. Furthermore, the study will consider the influence of parental education levels and the presence of role models in shaping student attitudes. Recent empirical studies have underscored the importance of a stimulating home environment in promoting academic success and career aspirations in STEM fields (Valdez, 2024). The current research in Dawakin Kudu LGA seeks to contribute to this growing body of knowledge by providing localized insights that can inform educational policies and community initiatives aimed at boosting student interest in STEM subjects.
Statement of the Problem (300 words)
Despite the acknowledged influence of the home environment on academic achievement, many students in Dawakin Kudu LGA exhibit a waning interest in STEM subjects. This problem is multifaceted, involving issues such as insufficient academic support at home, lack of exposure to scientific activities, and minimal parental involvement in educational endeavors (Walker, 2023). Many parents in the region face economic and educational challenges that limit their ability to provide the necessary learning resources and encouragement. As a result, students are often left without the foundational support required to excel in subjects that demand high levels of analytical thinking and problem-solving skills. Additionally, the absence of role models and mentors within the home further contributes to students’ disengagement from STEM (Xavier, 2023). The traditional educational system, which primarily relies on classroom instruction, does little to bridge the gap created by an unsupportive home environment. Consequently, the disparity in home support has led to inconsistent academic performances and diminished enthusiasm for pursuing STEM-related careers. Furthermore, the lack of structured community programs that engage parents and students in STEM activities exacerbates the problem. The need to address these issues is urgent, as a sustained decline in interest in STEM subjects could have long-term implications for the region’s human capital and economic development. This study, therefore, aims to explore the relationship between the home environment and students' interest in STEM subjects, identifying the key factors that contribute to or detract from student engagement (Young, 2024). By doing so, the research seeks to inform interventions that can help bridge the gap between home and school, thereby fostering a more supportive environment for STEM education.
Objectives of the Study
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To determine the influence of the home environment on students' interest in STEM subjects in Dawakin Kudu LGA.
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To identify the key home-based factors that affect student engagement in STEM learning.
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To propose interventions that can enhance the home support system for STEM education.
Research Questions
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How does the home environment affect students' interest in STEM subjects in Dawakin Kudu LGA?
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What are the critical factors within the home that influence student engagement in STEM?
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How can parental and community involvement be improved to support STEM education?
Research Hypotheses
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H1: A supportive home environment positively influences students' interest in STEM subjects.
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H2: Limited access to educational resources at home negatively affects student engagement in STEM.
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H3: Increased parental involvement is associated with higher student interest in STEM subjects.
Significance of the Study
This study is significant as it explores the critical impact of the home environment on students’ interest in STEM subjects. The findings will inform educators and community leaders about the importance of engaging families in educational initiatives, ultimately contributing to better academic outcomes and increased interest in STEM careers among students.
Scope and Limitations of the Study
This study is limited to investigating the effect of the home environment on students' interest in STEM subjects in Dawakin Kudu LGA, Kano State. It does not extend to other regions or subjects, and the findings are specific to the local context.
Definitions of Terms
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Home Environment: The physical, emotional, and educational setting in which a student lives and learns.
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STEM Subjects: Academic disciplines in Science, Technology, Engineering, and Mathematics.
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Parental Involvement: The participation of parents in their children's education and academic development.
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