ASSESSMENT OF SCIENCE TEACHERS’ PERCEPTION ON THE INTEGRATION OF STEM EDUCATION INTO SECONDARY SCHOOL CURRICULUM IN MINNA METROPOLIS

ABSTRACT This study assesses the perceptions of Science teachers on the integration of STEM Education into the Secondary School Curriculum in Minna metropolis. The study has two research objectives and two research questions. A descriptive quantitative survey was adopted. The overall population of the study is 5,838 secondary school Science teachers in Minna metropolis, targeting a population of 517 Science Teachers. Using a purposive random sampling technique, 60 Science teachers from 10 secondary schools in Bosso Local Government was selected. Nigerian context where such integration is still evolving. To achieve this, a structured questionnaire using a four-point Likert scale was employed to gather data, which was then analyzed using mean scores, standard deviation, and ANOVA through SPSS. The findings reveal overwhelmingly positive perceptions: teachers strongly believe STEM fosters creativity, enhances students' critical thinking, and prepares them for future careers with the highest (mean score = 3.90) recorded for the item stating STEM promotes problem-solving skills. However, notable gaps were identified. Many teachers reported feeling undertrained and underprepared, as reflected in lower mean scores for items relating to their confidence and exposure to STEM workshops (mean = 2.63). Interestingly, gender-based analysis showed only minor perceptual differences, with female science teachers slightly more enthusiastic overall (average mean = 3.38 for females vs. 3.27 for males), though the ANOVA test (F = 0.53, p = 0.473) indicated no statistically significant difference. The study concludes that while there is strong support for STEM integration among teachers, effective implementation requires targeted training, curriculum reform, and infrastructural support. These findings underscore the need for educational policymakers to bridge the gap between policy and practice to ensure that the potential of STEM education can be fully realized in Nigerian schools. Keywords: STEM Education, Integration, perception, Science teachers, School Curriculum, Minna metropolis.