ORCID
0009-0002-8677-9176
Abstract
Inclusive STEM (science, technology, engineering, and mathematics) education plays a vital role in promoting equitable learning opportunities and fostering sustainable development. However, in Nigeria, many marginalized student groups face barriers that hinder their full participation in STEM fields. This study examines the factors impeding inclusivity in STEM education and their effects on students’ motivation, academic performance, and awareness of sustainable development in Lagos State. Employing a survey research design, data were gathered from 550 students selected through simple random sampling across 21 secondary schools in Education Districts I, III, and V. A researcher-developed questionnaire was used for data collection. To establish the instrument’s reliability, a pilot study was conducted, and the reliability coefficient was calculated using Cronbach’s alpha, yielding a value of 0.75, indicating acceptable internal consistency. Descriptive statistics, one-way analysis of variance (ANOVA), and multiple regression analysis were utilized for data analysis. The results identified financial constraints (M = 2.07) and lack of adequate support for students with disabilities (M = 2.20) as the most critical barriers to STEM inclusivity. While gender bias and cultural norms were noted, their impact appeared less significant. ANOVA revealed significant differences in perception based on gender and socioeconomic status (p < .001), while regression analysis confirmed a positive correlation between perceived inclusivity and academic performance (R² = .089, p < .001). The study recommends targeted policy interventions, teacher training in inclusive strategies, and improved funding to ensure broader, equitable access to STEM education in Nigeria.
Included in
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
