Stem Education in Early Years: Challenges and Opportunities in Changing Teachers’ Pedagogical Strategies in Delta State
Abstract
The study examined STEM education in early years: Challenges and opportunities in changing teachers’ pedagogical strategies in Delta State. The study adopted descriptive survey design. The study's population included 478 head teachers and 39,904 teachers (teaching staff) in public primary schools with pre-primary education centres in Delta State. The sample size for this study is 594 head teachers and teachers. The research instrument for data collection in this study is a questionnaire constructed by the researcher, titled: “Challenges and Opportunities in Changing Teachers’ Pedagogical Strategies in Early Years STEM Education (COCTPSEYSE)”. The instrument was duly validated and had a reliability index of 0.72. The 594 copies of questionnaire were administered to the respondents on a one-to-one basis and collected on the spot after completion to ensure high response rate. The obtained data from the respondents’ responses to items in the questionnaire were analysed using weighted mean. Based on the four-point rating scale of the questionnaire, a mean of 2.50 was adopted as criterion mean for each item in the questionnaire. The findings revealed the various obstacles that educators encounter in their efforts to provide high-quality instruction to young learners. From limited resources and support from administration to difficulties in meeting diverse learning needs and managing pupil behaviour, teachers in Delta State face a multitude of challenges that impact their ability to deliver effective instruction. Among others, it was highly recommended that the government should prioritize increasing resources for early years education, and professional development opportunities for teachers.
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