An assessment of the use of coding and programming as STEM teaching tools in Gwarzo LGA, Kano State
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Background of the Study
In recent years, the integration of coding and programming into the educational curriculum has become a pivotal strategy for enhancing STEM learning, particularly in regions with emerging technological landscapes. In Gwarzo LGA, Kano State, educational stakeholders have recognized the potential of coding and programming as tools that not only promote computational thinking but also foster critical problem‐solving abilities among students. This study emerges from the growing need to assess how effectively these digital tools are incorporated into classroom instruction and to determine their impact on the overall quality of STEM education. The increasing emphasis on digital literacy has prompted educators to adopt innovative teaching methods, where coding and programming serve as both a medium of instruction and a means of developing essential skills required in the modern workforce (Bello, 2023).
In addition to global trends, local educational reforms in Gwarzo LGA have begun to emphasize the incorporation of technological skills to meet future workforce demands. Several pilot programs have been initiated in selected schools, aiming to introduce coding modules and programming projects as integral parts of STEM subjects. However, the pace of this integration varies considerably, influenced by factors such as teacher preparedness, availability of digital infrastructure, and the alignment of local curricula with modern pedagogical practices (Adamu, 2024). Rural challenges, including limited access to stable electricity and reliable internet services, further complicate the consistent use of digital tools in classrooms. Moreover, many teachers are still adapting to new roles as facilitators of digital learning rather than traditional lecturers, which necessitates continuous professional development and support (Ibrahim, 2025).
The study also considers the socio-cultural context where traditional teaching methods dominate and where skepticism about new technologies persists. Community attitudes and limited financial resources have sometimes hampered the widespread adoption of innovative methods. Despite these challenges, success stories from early adopters in the region indicate promising improvements in student engagement and academic performance. Thus, it is essential to explore both the potentials and limitations of integrating coding and programming in STEM teaching. Through a comprehensive analysis, this study will document current practices, identify critical gaps, and recommend strategies for enhancing the quality and impact of digital teaching tools in Gwarzo LGA, ultimately aligning local practices with global educational standards (Olawale, 2024).
Statement of the Problem
Despite the recognized potential of coding and programming as transformative tools in STEM education, schools in Gwarzo LGA face numerous challenges in their effective implementation. A significant problem arises from the disparity between the envisioned benefits of digital literacy and the practical realities encountered in classrooms. Many schools lack the necessary infrastructure, such as reliable electricity and internet connectivity, which are crucial for running coding programs. Additionally, there is a noticeable shortage of adequately trained teachers who can integrate these tools into their teaching practices effectively (Bello, 2023). This deficiency often leads to underutilization of available digital resources, thereby diminishing the expected impact on student learning outcomes.
Furthermore, the curriculum in many schools has not been sufficiently updated to incorporate modern digital skills, resulting in a misalignment between the taught content and the competencies required in the contemporary job market. The existing educational policies do not fully address the practical challenges of integrating coding and programming into everyday teaching, leaving schools without clear guidelines or support frameworks (Ibrahim, 2025). As a result, educators frequently revert to traditional methods, which limits students’ exposure to essential technological competencies. In addition, socio-cultural resistance to change, fueled by longstanding perceptions about conventional education, further hinders the adoption of innovative digital tools. This situation calls for an in-depth investigation into the underlying factors impeding effective implementation and the development of targeted interventions to bridge the gap between policy and practice (Olawale, 2024).
Objectives of the Study
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To evaluate the current integration level of coding and programming in STEM classrooms in Gwarzo LGA.
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To assess the impact of these digital tools on students’ computational and problem‐solving skills.
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To identify challenges and recommend strategies for effective implementation.
Research Questions
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How are coding and programming currently integrated into the STEM curriculum?
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What impact do these tools have on students’ academic performance?
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What challenges do educators encounter in implementing these digital tools?
Research Hypotheses
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The integration of coding and programming significantly improves students’ problem‐solving skills.
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Teachers with specialized digital training are more effective in using coding tools.
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Insufficient infrastructure adversely affects the implementation of coding and programming.
Significance of the Study
This study is significant as it addresses the gap between technological potential and practical application in STEM education within Gwarzo LGA. By evaluating the integration of coding and programming, the research provides insights into improving digital literacy and modern teaching methodologies. The findings will benefit educators, policymakers, and curriculum developers by offering evidence‐based recommendations to overcome infrastructural and training challenges. Ultimately, the study aims to contribute to the creation of a technologically advanced learning environment that equips students with the necessary skills to thrive in a rapidly evolving digital economy (Adeyemi, 2023).
Scope and Limitations of the Study
This study is limited to assessing the use of coding and programming as STEM teaching tools in Gwarzo LGA, Kano State. It focuses exclusively on the integration of these digital tools within the local educational context and does not address broader curricular reforms or technological advancements beyond the specified area.
Definitions of Terms
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Coding: The process of writing instructions for computers to execute tasks.
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Programming: The broader discipline of creating software applications through code development.
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STEM: An integrated approach to education focusing on Science, Technology, Engineering, and Mathematics.
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