Science, technology and mathematics education resources in junior secondary schools for the attainment of the millennium development goals

Abstract

This study investigated the resources allocated to Science, Technology and Mathematics Education (STME) in junior secondary schools in Anambra State between 2003 and 2006. The study, which was based on three research questions and one null hypothesis, adopted the ex-post-facto research design. Twenty-six schools were selected using proportionate stratified sampling from 261 junior secondary schools in Anambra State. A twenty-one item researcher-developed questionnaire titled “Science, Technology and Mathematics Education Resource Allocation Inventory (STMERAI)” was used in collecting data. Mean scores were used in answering the research questions while the Analysis of Variance were used to test the null hypothesis at the 0.05 significance level. The findings of the study indicate that the resources allocated to the STME subjects (integrated science, introductory technology and mathematics) were highly inadequate irrespective of the subject. This implies that, the allocation of experienced teachers, materials, laboratory equipments and books to these subjects needs to be improved, so that inadequate resources do not hinder the provision of high quality education needed for the attainment of the Millennium Development Goals. Key words: Educational resources, science, technology and mathematics education, millennium development goals, quality education, resource allocation, teachers, facilities