An examination of cultural beliefs and their impact on STEM education in Sakaba LGA, Kebbi State
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- NGN 5000
Background of the Study :
Cultural beliefs play a significant role in shaping educational practices and career choices, particularly in regions where traditional norms and values strongly influence daily life. In Sakaba LGA, Kebbi State, deeply ingrained cultural beliefs can either facilitate or hinder students’ engagement with STEM education. In many communities, traditional views about gender roles, intellectual capabilities, and the perceived utility of certain fields of study affect the choices students make regarding their education and future careers (Ibrahim, 2023). For example, in some areas, STEM subjects are stereotypically seen as less accessible or suitable for certain groups, which may limit participation and discourage talented individuals from pursuing scientific careers. Conversely, other cultural practices that value innovation, craftsmanship, and problem-solving can positively reinforce the pursuit of STEM-related disciplines. Educators in Sakaba LGA have observed that cultural beliefs not only influence students’ attitudes towards STEM but also affect parental support and community investment in scientific education (Abdulrahman, 2024). Additionally, cultural narratives and local success stories play a role in inspiring students to excel in STEM fields. However, persistent cultural biases and traditional expectations can also create barriers to adopting modern teaching methods and curricula that emphasize STEM learning. The challenge for educators and policymakers is to bridge the gap between traditional cultural practices and the demands of a rapidly evolving global economy. This study seeks to examine how cultural beliefs in Sakaba LGA impact the teaching and learning of STEM subjects, identifying both the supportive elements and the constraints imposed by cultural norms. Through a careful analysis of student attitudes, parental perspectives, and teacher experiences, the research will provide a nuanced understanding of the interplay between culture and STEM education. The findings are expected to inform targeted interventions that respect cultural heritage while promoting innovative educational practices, ultimately contributing to the creation of an inclusive and dynamic STEM learning environment.
Statement of the Problem :
In Sakaba LGA, Kebbi State, cultural beliefs have long been recognized as a double-edged sword in the context of STEM education. On one hand, traditional values can foster a strong sense of community and collective identity, which may support collaborative learning and innovation. On the other hand, deeply rooted cultural biases and stereotypes, particularly those related to gender roles and academic disciplines, often deter students from engaging fully with STEM subjects (Abdulrahman, 2024). Many students face pressure to conform to traditional career paths that are deemed more acceptable within their communities, thereby limiting their exposure to the potential benefits of STEM education. Furthermore, these cultural expectations can influence the allocation of resources, the design of curricula, and the attitudes of educators, creating an environment where modern, inquiry-based learning methods struggle to take root. The lack of comprehensive research on how cultural beliefs specifically affect STEM learning in this region exacerbates the problem, leaving educators and policymakers without clear guidance on how to address these challenges. This study aims to fill that gap by systematically investigating the impact of cultural beliefs on students’ attitudes, engagement, and academic performance in STEM subjects. It will explore the extent to which traditional cultural norms either support or inhibit the adoption of modern STEM education practices and assess the perceptions of students, parents, and teachers. The goal is to identify culturally sensitive strategies that can enhance STEM education while respecting local traditions, thereby enabling a more balanced and inclusive approach to educational reform (Ibrahim, 2023).
Objectives of the Study:
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To examine the influence of cultural beliefs on students’ attitudes towards STEM education.
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To assess how cultural norms affect parental and community support for STEM subjects.
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To recommend culturally sensitive strategies for enhancing STEM education in Sakaba LGA.
Research Questions:
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How do cultural beliefs influence students’ engagement with STEM subjects in Sakaba LGA?
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What impact do cultural norms have on parental and community support for STEM education?
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Which culturally sensitive strategies can improve the integration of STEM in local educational practices?
Research Hypotheses:
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H₁: Cultural beliefs significantly affect students’ attitudes towards STEM subjects.
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H₂: Traditional cultural norms negatively impact parental support for STEM education.
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H₃: Implementing culturally sensitive teaching strategies improves student engagement in STEM.
Significance of the Study :
This study is significant as it sheds light on the complex interplay between cultural beliefs and STEM education in Sakaba LGA. By identifying both the positive and negative influences of local cultural norms, the research provides valuable insights for educators and policymakers. The findings will help in designing interventions that respect cultural heritage while promoting modern STEM learning, ultimately contributing to an inclusive and dynamic educational environment that nurtures innovation and academic excellence (Abdulrahman, 2024).
Scope and Limitations of the Study:
This study is limited to examining the impact of cultural beliefs on STEM education in Sakaba LGA, Kebbi State. It focuses on the perceptions of students, parents, and teachers within the local context and does not extend to other regions or disciplines.
Definitions of Terms:
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Cultural Beliefs: Shared values, traditions, and norms that influence behavior and attitudes within a community.
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STEM Education: An integrated approach to teaching science, technology, engineering, and mathematics.
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Sakaba LGA: A local government area in Kebbi State where the study is conducted.
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