Design and evaluate a STEM-integrated science curriculum for secondary schools

Thesis Abstract

The persistent decline in student interest and achievement in science subjects at the secondary school level necessitates innovative instructional approaches that align with contemporary workforce demands. This study investigates the design and evaluation of a STEM-integrated science curriculum aimed at enhancing students’ conceptual understanding, interest, and practical skills in science, technology, engineering, and mathematics (STEM). The primary objectives are to develop a contextually relevant curriculum integrating STEM principles, assess its effectiveness in improving students’ learning outcomes, and identify best practices for curriculum implementation within a secondary school setting. Employing a mixed-methods research design, the study incorporates both quantitative and qualitative approaches to provide a comprehensive evaluation. The quantitative component uses a quasi-experimental pretest-posttest control group design involving a sample of 300 senior secondary two students from six schools in a metropolitan area, with three schools receiving the STEM-integrated curriculum and three maintaining the conventional science curriculum. Stratified random sampling ensures diversity across gender and socioeconomic status. Instruments for data collection include standardized science achievement tests, attitude questionnaires towards science, and observation checklists aligned with curriculum content. The qualitative component involves semi-structured interviews with 18 science teachers and focus group discussions with 36 students from the experimental group to explore perceptions, challenges, and contextual factors affecting curriculum implementation. Validity and reliability of instruments are established through expert review, pilot testing, and Cronbach’s alpha coefficients exceeding 0.80. Data analysis involves descriptive statistics (means, standard deviations), paired and independent samples t-tests to evaluate differences in achievement and attitudes, and multivariate analysis of covariance (MANCOVA) to control for covariates. Thematic analysis is applied to qualitative data to uncover emergent themes related to pedagogical practices, student engagement, and implementation barriers. The theoretical framework draws upon constructivist learning theories, particularly Piaget’s cognitive development theory and Vygotsky’s social constructivism, to underpin curriculum design that promotes active learning through real-world problem-solving, collaboration, and inquiry-based activities. It is anticipated that the findings will demonstrate significant improvements in students’ science achievement scores and positive shifts in attitudes towards science in the experimental group compared to the control group. Qualitative insights are expected to reveal that contextualized, interdisciplinary STEM activities foster greater engagement and facilitate deeper understanding of scientific concepts. Additionally, the study aims to identify practical strategies and challenges associated with integrating STEM into existing science curricula, thereby informing policy and curriculum development. This research contributes to the existing body of knowledge by providing empirical evidence on the effectiveness of a structured, STEM-integrated science curriculum tailored for secondary education, filling gaps related to contextual adaptation and implementation dynamics. The study offers a validated framework for designing and evaluating integrated curricula, coupled with actionable recommendations for educators, curriculum developers, and policymakers committed to fostering STEM literacy. It concludes that a deliberate, context-sensitive integration of STEM components significantly enhances scientific literacy and enthusiasm among secondary school students. In view of the findings, it is recommended that secondary schools adopt similar curriculum models, invest in teacher training on interdisciplinary pedagogical strategies, and establish ongoing evaluation mechanisms to ensure sustainable integration. Future research should explore longitudinal impacts of STEM curricula on students’ career choices and further investigate the scalability of such programs across diverse educational contexts.