Inconspicuous practices affecting students’ enrolment and continuation in STEM in Ordinary Level secondary schools: Analysis of teachers’ and students’ experiences

Abstract

STEM is vital to industrialisation, technological advancement and scientific innovations. Despite the importance of STEM education, in Tanzania, there is a decline in the number of students taking Chemistry and Physics subjects, poor performance, and the fact that these subjects are often optional in many schools. This study examined the subtle practices that discourage students from taking Physics and Chemistry subjects as part of STEM in ordinary-level secondary schools. This phenomenological study purposively selected and interviewed 25 participants from 12 secondary schools in Mvomero, Mbeya, Tabora, and Nzega districts in Tanzania, all of whom consented to participate. The authors used the content analysis method to analyse the data and presented it in themes, supported by direct quotations. The findings indicate that schools use standard seven and FTNA results to stream students. In contrast, teachers tend to regard higher achievers as more suited to science subjects and low achievers as less suited, regardless of their interests. The low achiever streams hardly receive additional support in STEM because teachers consider them unfit. Schools force higher achievers who are uninterested in science to study Physics and Chemistry while denying interested low achievers a chance to study them. Although teachers believe streaming motivates students to work hard, it does not help students improve their performance as it neglects the needs and interests of students. The study recommends that the government make Chemistry and Physics subjects compulsory and ensure adequate school resources. Schools should encourage teachers to devise appropriate learning support for students to enrol and succeed in STEM subjects.