Promoting quality education: Implications of awareness-creation, support, and interest in STEM education among private school students in Ibadan, Oyo State, Nigeria

Abstract

This qualitative study explored teacher librarians' awareness, support, and interest in promoting STEM (Science, Technology, Engineering, and Mathematics) among school children in Nigeria. The study adopted a qualitative approach with 30 secondary school students from Ibadan, Nigeria in a focus group. The 8-week discussion group was guided by predetermined questions about students' STEM perceptions and teacher librarians' roles. This also include the pre and post behaviour of the students. Findings revealed teacher librarians significantly impact STEM education by curating STEM collections, collaborating with educators, and facilitating STEM programs and hands-on activities. The study concludes that teacher librarians are important for effective STEM instruction by creating supportive, engaging learning environments. Recommendations include reviewing policies guiding school libraries and STEM education, providing teacher librarians with more STEM-focused training and professional development, and encouraging teacher librarians to regularly promote STEM learning experiences. This study emphasises the vital role of teacher librarians in improving STEM education quality in Nigeria.