The impact of STEM education and career counsellors’ role in secondary schools in Anambra State

Abstract

The selection of a program of study or an appropriate career in line with personally is crucial in determining the individual’s future.  Imagine if an individual with deep interest and tendency to draw and paint was instructed to perform routine work on machine, would invite a conflict within him.  Inconsistency in personally with the selection of program of study resulted in the student becoming less motivated and interest in continuing the learning session.  Personalities are also being able to become legitimate predictors of individual work performance.  Some countries have adopted STEM policies in their education system.  Many policies, initiatives, training and funds are for STEM development aimed at expanding science, technology, engineering, and mathematical workforce.  This education investment also aims to create a larger, more diverse group of talent pursuing technical careers.  Counsellors are among those who should actively involve in supporting and promoting STEM Education in school.  This study investigated the roles that can be played in promoting STEM education by counsellors across the secondary schools in the six educational zones in Anambra State.  The study used a mixed research method in analyzing the research problem across the six education zones in the state.  Population of the study consists of  guidance and counsellors in the 781 secondary schools comprising 257 public and 524 private across the six education zones in Anambra State.  The research sampled 275 secondary schools comprising 135 public and 140 private using stratified and simple random sampling techniques.  Data was analyzed using nested analysis approach.  The analysis is considered as nested in a way that it combines descriptive quantitative analysis with an in-depth thematic qualitative analysis.  The research employed Dedoose qualitative research software to analyzed the data collected from the field. Thematic coding was applied in gathering the themes.  Six themes emerged from the data The theme are counsellor must be (i) well-versed in STEM, (ii) giving information and understanding of STEM to students. (iii) instill students’ interest, (iv) knowledgeable of stem career prospects, (v) knowledgeable in career psychometrics tests, and (vi) be prepared with students’ personal issues.  We conclude that the role of a counsellor in school is extremely important to support and promote STEM Education.  The findings shows a significant relationship between counsellors’ roles, and the development of STEM policy among counsellors in the sampled secondary schools in the study area.  The research concluded that the role of a counsellor in school is extremely important to support and promote STEM Education in the six education zones in Anambra State.  Based on the findings, this study recommends that governments at all levels, stakeholders in private sector and non-government organizations should organize capacity building workshops for secondary school STEM subjects’ teachers, as well as counsellors across the six education zones in Anambra State in order to facilitate the teaching and learning of STEM subjects across the secondary schools in the state and , Nigeria at large.