The effectiveness of teaching methods on skill acquisition in STEM education in some primary schools in Yaoundé VI subdivision

Abstract

The study titled the effectiveness of teaching methods on the acquisition of skills in STEM education in some selected primary schools in Yaoundé VI subdivision. This study reviews the current research on the effectiveness of different instructional approaches in STEM education. The main objective of the study is to verify the effectiveness of teaching methods on skill acquisition in STEM education in some primary schools in Yaoundé VI subdivision. The main research hypothesis states that teaching methods have an effect on skill acquisition in stem education in some primary schools in Yaoundé VI subdivision. The teaching methods used for the study included project-based method, problem-based method and inquiry-based method. The STEM skills which serve as the dependent variable which are measured are critical thinking, problem solving, creativity and collaboration. The study was guided by four research questions. It used the descriptive survey research design and the data for this study was collected using closed ended questionnaire made up of 26 items. Four likert scale items weighting 1_4 were used for the study. The reliability of the data collection instruments were tested using alpha cronbach during a pilot study and it gave a figure of 0.89 indicating high reliability. The questionnaire was reviewed by the candidate’s supervisor to ensure validity. The study had a population of 95 teachers and a sample of 76 participants. The study used 10 schools and their teachers using purposive sampling. The data was analyzed using SPSS version 21. Data was presented in terms of frequencies, percentages and figures on different tables. The results suggest that active teaching methods all fostered skill acquisition in in STEM education in Yaoundé VI subdivision with more priority on project-based learning. The study equally found out that if the other teaching methods are properly implemented there will go a long way to foster skill acquisition as they had a significantly moderate effect on the dependent variable. The study reviewed the constructivist theory of learning. It recommends that educators, policy makers, curriculum developers should adopt favorable policies especially learner centered approaches towards STEM education and equally provide resources to ensure its success. The study suggests that a similar study should be carryout involving primary schools in Mfoundi division for better generalization of results.