INFLUENCE OF SCHOOL TYPE ON SENIOR SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF CURRICULUM CONTENT RELEVANCE FOR STEM CAREER ASPIRATIONS IN OSUN STATE, NIGERIA

Abstract

The study investigated the influence of school type on senior secondary school students' perception of curriculum content relevance for STEM (science, technology, engineering and mathematics) career aspirations in Osun State, Nigeria. The study adopted descriptive survey research design of correlational type. The population of the study comprised all senior secondary school students in public and private schools in Osun State. Multi-stage sampling procedure was used to select the sample for the study. In the State, two Local Government Areas (LGAs) were selected from each of the three senatorial districts using simple random sampling technique. From the selected LGA, two schools were randomly selected using simple random sampling technique. From each selected school, 40 students in senior secondary class two (SSSII) were selected using simple random sampling technique to take part in the study. A total of 480 students (240 students from public schools and 240 students from private schools) participated in the study. Data were collected using an adapted and validated questionnaire with a reliability coefficient of 0.87. The questionnaire was tagged “Curriculum Relevance for STEM Scale” (CRSS). Data collected were analysed using percentage mean, independent t-test and linear regression analysis. Results of the study showed that private school students perceived their STEM curriculum as being significantly more relevant to STEM career aspirations than public school students(t = 5.32, p < .001). Furthermore, school type was shown to be a significant predictor (â = .34, p < .001) of perceived relevance to students, accounting for 28% of the variance. These results indicated that the way the resources are allocated, the different approaches to pedagogy, and how the curriculum is implemented across the various school types greatly influence how students perceive the relevance of their STEM education. The study concluded that school type is a major significant factor to STEM career aspirations among secondary school students in Osun State. It is suggested that curriculum reform and investment in resources specifically targeting public schools will assist in providing equity in STEM education.