Integrating inquiry-based learning and technology in stem eductaion: strategies to foster learners interest in some primary schools in yaounde 6

Abstract

This study investigates the integration of Inquiry-Based Learning (IBL) and technology in STEM education as a strategy to enhance learner interest in primary schools within Yaoundé VI Subdivision, Cameroon. Grounded in constructivist, experiential, and problem-based learning theories, the research employs a mixed-methods approach combining surveys, interviews, classroom observations, and document analysis. Quantitative data from 300 pupils, 10 head teachers and 50 teachers revealed significant correlations between IBL practices, digital integration, and learner motivation in STEM. Regression analysis confirmed IBL and technology as strong predictors of learner interest, with IBL having a more substantial impact. Qualitative findings highlighted systemic barriers such as lack of digital infrastructure, limited teacher training, and overcrowded classrooms. Teachers expressed willingness to implement IBL and digital tools but emphasized the need for support in materials, training, and time allocation. The study concludes that effective STEM pedagogy requires not only innovative teaching strategies but also structural reforms aligned with Cameroon’s Education and Training Sector Strategy Plan (2023–2030), the National Development Strategy 2030 (NDS30), and Sustainable Development Goal 4. Recommendations include targeted professional development, resource provision, and school-based support systems to sustain innovation in STEM teaching and learning.