Adequacy of STEM Resources and Academic Achievement in STEM Subjects: Case of Selected Secondary Schools in Western Kenya

This paper presents part of the preliminary findings of a baseline survey for "Project Impact: Empowering East African Students in STEM Education" research project. Grounded in a mixed method research approach, this baseline study sought to investigate the relationship between STEM resources and academic achievement in STEM subjects in selected schools in Western Kenya. Four objectives guiding the study were: To explore the status of adequacy of STEM resources in selected schools; to examine the trend in STEM subjects KCSE performance in the last five years (2015-2019); to determine the relationship between adequacy of STEM resources and academic achievement and to determine the challenges and opportunities faced in STEM teaching and learning. A sample of 12 schools were selected from three counties in Western Kenya. Through purposive sampling, 12 principals, 12 deputy principals, and 48 teachers of physics, chemistry, biology and mathematics were selected. Data were collected using questionnaires, document analysis, observation checklist and structured interviews. The primary purpose of the baseline data collection was to understand the status of selected schools with respect to performance in STEM subjects. The data collected will form a basis for the implementation of the project if it is funded. Quantitative data were analysed both descriptively using means and inferentially through simple linear regression. Qualitative data were transcribed, coded, and presented as emergent themes. Three emergent themes from the interviews were: inadequate STEM resources and infrastructure necessary for effective teaching of STEM subjects, teacher-centred techniques of teaching and negative attitudes towards the subjects. From observation data, it was evident that there was acute shortage of appropriate physical resources, especially text books and laboratory equipment. Three out of the twelve schools lacked science laboratories. Classrooms were improvised to store the scarce equipment and apparatus. The average mean score for KCSE in all the twelve sampled schools was Ẋ = 4.373, a score below the pass mark of 6.000 and therefore did not qualify to transit to the university. However, results of simple linear regression revealed no statistically significant relationship between adequacy of STEM resources and academic achievement (F(1,47)= 2.168; t = -1.472; β = -0.212; p = 0.148). This was an interesting finding that requires further investigation considering the small sample of schools. The study concluded that requisite resources and appropriate instructional techniques were critical in enhancing students’ academic performance in STEM subjects. It was recommended that innovative pedagogical practices such as integration of technology in teaching and learning was inevitable. Capacity building for in-service STEM teachers was recommended and expansion of school STEM infrastructure was an additional recommendation. These findings have implications for implementation of Project Impact, if funded and further research.