The influence of school STEM policies on students’ interest in science and technology in Biu LGA, Borno State
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Background of the Study
The formulation and implementation of school STEM policies have become critical determinants of student engagement and achievement in science and technology. In Biu LGA, Borno State, educational reforms have increasingly emphasized STEM subjects to prepare students for the challenges of a technology-driven global economy. Over the past few years, policy initiatives aimed at promoting STEM have included curriculum enhancements, resource allocation, and teacher training programs. These initiatives are intended to stimulate interest in science and technology by providing innovative learning environments that encourage critical thinking and creativity (Okafor, 2023).
Local school policies in Biu LGA have been tailored to integrate modern pedagogical approaches that align with international STEM standards. By incorporating interactive teaching methods and hands-on experiments, schools are trying to bridge the gap between theoretical knowledge and practical application. Recent policy reforms have also sought to incentivize schools to invest in state-of-the-art laboratories and digital learning tools, thereby fostering an environment conducive to scientific inquiry and technological innovation (Abubakar, 2024).
However, while these policies are well-intentioned, their influence on students’ actual interest in science and technology remains underexplored. Differences in implementation across schools, resource disparities, and varying levels of teacher competency have led to inconsistent outcomes. Moreover, socio-economic factors and community attitudes in Biu LGA further complicate the effective realization of these policies. Despite government efforts, many schools still struggle with outdated facilities and insufficient training, which may dampen students’ enthusiasm for STEM subjects (Suleiman, 2025).
This study seeks to examine the extent to which school STEM policies in Biu LGA impact students’ interest in science and technology. It will analyze policy frameworks, assess implementation fidelity, and explore how these policies translate into classroom practices that influence student engagement. The investigation will also consider external factors such as parental support, community values, and access to technological resources. By comparing schools with differing levels of policy implementation, the study aims to uncover key factors that either bolster or inhibit students’ interest in STEM fields. Ultimately, the research will contribute to the development of more effective STEM policies that not only promote academic excellence but also inspire a genuine passion for science and technology among students (Lawal, 2023).
Statement of the Problem
Despite the progressive formulation of school STEM policies in Biu LGA, a persistent problem remains: the anticipated surge in student interest in science and technology is not uniformly evident across all schools. Although policy documents articulate ambitious goals for enhancing STEM engagement, practical challenges have limited their impact. Many schools face significant hurdles including inadequate infrastructure, insufficient training for teachers, and limited access to modern teaching aids (Okafor, 2023). Such challenges result in a disconnect between policy intent and classroom reality. Additionally, disparities in resource allocation and inconsistent policy implementation contribute to varied levels of student enthusiasm for STEM subjects.
Teachers, who are pivotal in translating policy into practice, often lack the necessary professional development to effectively implement the prescribed STEM curriculum. This gap has resulted in a reliance on traditional, lecture-based teaching methods rather than interactive, inquiry-based approaches. As a consequence, students may not experience the hands-on, engaging learning environment that current policies promise (Abubakar, 2024). Moreover, socio-economic constraints and cultural attitudes prevalent in some communities of Biu LGA further limit the practical execution of STEM policies, leading to an overall muted response in student interest.
There is also the issue of monitoring and evaluation; many policy initiatives lack robust mechanisms for tracking their implementation and assessing their impact on student engagement. This oversight hinders the identification of best practices and the timely rectification of challenges. Therefore, it becomes essential to critically assess how these STEM policies are operationalized in schools and to identify the barriers that prevent them from effectively stimulating students’ interest in science and technology (Suleiman, 2025). Addressing these issues is imperative for refining policy frameworks and ensuring that they achieve their intended outcomes.
Objectives of the Study
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To assess the implementation level of STEM policies in schools across Biu LGA.
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To evaluate the impact of these policies on students’ interest in science and technology.
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To identify challenges in policy execution and recommend improvements.
Research Questions
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How are STEM policies being implemented in schools in Biu LGA?
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What influence do these policies have on students’ engagement with science and technology?
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What are the primary challenges faced by schools in executing these policies?
Research Hypotheses
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Effective implementation of STEM policies increases student interest in science and technology.
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Schools with enhanced teacher training in STEM exhibit higher levels of student engagement.
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Inadequate infrastructure negatively affects the success of STEM policy initiatives.
Significance of the Study
This study is significant as it evaluates the real-world impact of STEM policies on student interest in science and technology in Biu LGA. By identifying gaps between policy and practice, the research will inform educational authorities and school administrators on areas needing reform. The findings aim to enhance policy formulation and implementation, ensuring that STEM initiatives are both effective and inclusive. Ultimately, this study seeks to foster a more engaging and resourceful learning environment that inspires students to pursue careers in science and technology (Ibrahim, 2024).
Scope and Limitations of the Study
This study is limited to examining the influence of school STEM policies on student interest in science and technology in Biu LGA, Borno State. It focuses solely on the local implementation and outcomes of these policies without extending to other regions or broader educational reforms.
Definitions of Terms
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STEM Policies: Official guidelines and strategies designed to promote education in Science, Technology, Engineering, and Mathematics.
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Student Interest: The level of engagement, curiosity, and enthusiasm shown by students towards academic subjects.
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Implementation: The process of putting policies into practice within educational institutions.
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