Identifying the elements for the development of integrated STEM instructional module for science learning among senior secondary school students in Nigerian.

Abstract

Integrated STEM education is one of the essential areas of research recently. However, there is no consensus among educational stakeholders on the definition and components of STEM instruction. Therefore, this article determined the Elements for the Development of Integrated STEM Instructional Material for Nigerian Senior Secondary School Science Learning. Design and Development Research (DDR) design was adopted. Ten science education experts were purposefully selected and participated in the study. Experts’ consensus was adopted to determine the components of the integrated STEM instructional materials (iSTEMim) for science instruction. The learning objectives, elements and phases of the instructional materials were adopted from curriculum documents, and review of related literature. The final components were established using two rounds of experts’ consensus. The findings from the first round of the survey showed items less than 75% consensus among experts were eliminated and the findings of the first round subjected to the second-round survey. The experts’ consensus was used to identify the items that the experts agreed to be included in the instructional material. A four-point rating scale was used, and the data were analyzed using simple percentages. The finding revealed seven objectives, seven elements, and five phases. The average score of all the items was high indicating that these learning components could be included in the item instructional material. The finding of this study will contribute to the current literature on the development of instructional materials for science instruction. To consolidate on the finding; this study can be replicated using the Delphi technique.