The Synergetic Partnership of Mathematics and Science Teachers in Senior Secondary Schools towards Sustainable STEM Education

Abstract

STEM (Science, Technology, Engineering, and Mathematics) education is widely acknowledged as critical for equipping students with the skills necessary for addressing real-world challenges. However, achieving sustainability and fostering holistic learning experiences within STEM education remain significant challenges. This descriptive survey study explored the synergetic partnership between Mathematics and Science teachers (Physics, Chemistry, and Biology) in promoting sustainable STEM education in senior secondary schools. Participants included 117 Mathematics and Science teachers from 30 randomly selected public senior secondary schools in Lagos, specifically from Education Districts I and V. Teachers were chosen based on availability and willingness to participate.

Data was collected using the STEM Education Partnership Questionnaire, which had a reliability index of 0.78, to assess teachers’ perceptions of collaborative efforts between Mathematics and Science teachers. Descriptive statistics (frequency count and percentage) were employed to analyse the data. The findings revealed that partnerships between mathematics and science teachers significantly enhance interdisciplinary approaches to teaching STEM subjects, thereby fostering more effective and sustainable learning outcomes.

The study recommended the establishment of professional learning communities within schools to strengthen synergetic partnerships and promote the sharing of best practices among STEM teachers in senior secondary schools.