Enhancing STEM learning outcomes at a few secondary schools in Ijebu Ode LGA of Ogun State through inquiry learning spaces (ILS)

Abstract

Technology prepares young people to become better at research and critical thinking that may enhance problem-solving skills,  encourage teamwork, collaboration, and application of knowledge to new situation. Inquiry Learning Space (ILS) is therefore a  technological innovation needed to foster learning particularly in STEM education. This study employed quasiexperimental research  design of pre- and post-tests. Purposive sampling was employed to select participants (teachers) from the 2016 prior TETFund Project  STEM teachers from both private and public schools who had been trained on gender sensitivity. Sixty-five (65) STEM teachers from Public  and private schools in Ijebu Ode LGA were used for the study. In addition, teachers were asked to administer test and record the  scores of students’ participants (257 students) before and after using ILS for teaching. Two questionnaires (teacher and student version)  with r = .93; r = .86 respectively was developed by the researchers and administer before and after the training to the teachers. Six  hypotheses were tested. Data were analysed using descriptive statistics, percentages, t-test, and Multiple Regression Analysis. The results  showed a significant difference in mean attitude of public and private school teachers respectively towards the use of ILS (t(95) =  6.41, p = .000) ; (t(29) = 4.17, p = .000). Furthermore, it showed that there was a significant difference in students’ score before and after  the use of ILS (t(512) = 15.10, p = .000). It is therefore recommended that all STEM teachers be trained and encouraged to employ the use  of ILS in the teaching of STEM subjects