Exploring Science Teachers' Pedagogical Strategies in Urban High Schools' STEM Programs

Thesis Abstract

This study investigates the pedagogical strategies employed by science teachers in urban high schools’ STEM (Science, Technology, Engineering, and Mathematics) programs, addressing the persistent challenge of enhancing student engagement and achievement in science education within diverse urban contexts. The rapid advancement of STEM fields necessitates effective pedagogical practices that cater to the unique socio-economic and cultural dynamics of urban environments, yet limited empirical data exists on the specific strategies implemented by educators in these settings. The primary aim of the research is to explore and analyze the pedagogical approaches adopted by teachers to improve STEM learning outcomes in urban high schools, with specific objectives including identifying prevalent teaching strategies, examining their alignment with student needs, and evaluating their impact on student engagement and performance. The study adopts a convergent mixed-methods design. Quantitative data will be collected through a structured survey administered to 150 science teachers from five randomly selected urban high schools, representing approximately 30% of the science teaching staff in the district. The survey instrument will incorporate Likert-scale items designed to measure frequency, perceived effectiveness, and contextual appropriateness of various pedagogical strategies. Qualitative data will be gathered via semi-structured interviews with 30 teachers purposively sampled to ensure representation across teaching experience, subject specialization, and gender. These interviews will seek to elucidate teachers’ perceptions of their pedagogical choices and the contextual factors influencing their delivery methods. Data analysis will involve descriptive and inferential statistical techniques for quantitative data, including multiple regression analysis to determine the relationship between pedagogical strategies and student achievement metrics, complemented by analysis of variance (ANOVA) to identify significant differences across demographic groups. The qualitative data will be analyzed thematically, following Braun and Clarke’s framework, to extract patterns related to pedagogical decision-making processes, barriers faced, and innovative practices adopted. The integration of quantitative and qualitative findings will enable comprehensive insights into the pedagogical landscape of urban science education. Expected findings suggest that active learning strategies, such as collaborative group work, inquiry-based activities, and technological integration, are prevalent among urban science teachers, with a positive correlation anticipated between the use of these strategies and higher levels of student engagement and academic performance. Additionally, the research is expected to reveal contextual factors, including resource limitations, class size, and socio-cultural considerations, significantly influence pedagogical choices. The study may also identify gaps where pedagogical practices could be enhanced through targeted professional development. This research contributes to the existing body of knowledge by providing empirical evidence on the pedagogical approaches specific to urban high school contexts, bridging a gap between theory and practice. The findings will inform policy-makers and educational leaders on effective strategies tailored to urban STEM education, thus supporting the development of contextually relevant pedagogical frameworks. The study concludes with recommendations for integrating innovative pedagogical practices into teacher training curricula, fostering collaborative professional development programs, and addressing infrastructural and resource constraints that hinder effective science teaching in urban settings. Ultimately, the study underscores the importance of context-sensitive pedagogical strategies in fostering robust STEM education and offers a model for ongoing research and practice improvements in urban high school environments to promote equity and excellence in science learning outcomes.