Stem Integration Model for Secondary Education in Kenya

Abstract

Academic instruction has commonly adopted the approach of instruction of single disciplines. This has limited learners from making  connections within, between and among disciplines. The result is that students do not apply knowledge and skills learnt in one topic to  another in the same discipline or to another discipline. This has been evidenced in national examinations in Kenya. This paper proposes a  classroom integration model for Science, Technology, Engineering, and Mathematics (STEM). A qualitative research approach was  used. The target population was all secondary school learners within three centers purposefully selected. Data was collected through  observation, group discussions and document analysis. The learners engaged with connecting mathematics content within and across  grade levels and document analysis of conceptual connection between chemistry and mathematics was done. Findings show that learners identified connections within and across grade levels, however, some topics were not connected. The mathematics concepts  tested in chemistry made it difficult for some learners to correctly respond to the questions. To realize improvement, a model for STEM  integration is proposed to facilitate cross-cutting understanding and application of concepts which can be translated to industries,  projects, and everyday life. Further research on the model and on integration in general, is recommended.