Stem Lesson Approaches of Mathematics Solving among Students in Selected Secondary Schools in Bamenda III, Mezam Division, Cameroon
Nfor Julius Cheny *
Department of Fundamental Science, Higher Technical Teacher Training College, Bambili, The University of Bamenda, Cameroon.
*Author to whom correspondence should be addressed.
Abstract
This study examined the influence of STEM lesson approaches on the development of mathematics problem-solving capabilities among secondary school students in Bamenda III, Mezam Division, Northwest Region, Cameroon. Specifically, the research focused on two strategies: hands-on learning activities and project-based activities. Guided by two research objectives, the study employed a cross-sectional survey design, and collected data from 120 Form 5 students purposively selected from four secondary schools using a structured questionnaire with a Cronbach alpha reliability of 0.808. Descriptive statistics were used to summarize students’ perspectives, while Pearson correlation analysis tested the hypothesized relationships at a 0.05 level of significance.
Findings revealed that 72% of students agreed that hands-on learning activities, such as using mathematical models, tools, and objects, improved their problem-solving abilities in mathematics, with a moderate positive correlation (r = 0.553, p = 0.001). Similarly, 80% of students reported that project-based activities, including real-life applications and group projects, enhanced their problem-solving capabilities, with a strong positive correlation (r = 0.604, p = 0.001). These results indicate that experiential and project-oriented pedagogies significantly support students’ engagement, conceptual understanding, and ability to tackle non-routine mathematical problems.
The study concludes that integrating hands-on and project-based STEM approaches into mathematics instruction fosters critical thinking, practical application, and transferable problem-solving skills. The findings suggest that teacher training in STEM pedagogies and provision of adequate teaching materials is essential for maximizing students’ outcomes. Consequently, the study recommends continuous professional development for mathematics teachers, the provision of learning aids and laboratory resources, and the incorporation of experiential STEM activities into the mathematics curriculum to enhance secondary school students’ mathematical problem-solving capabilities.
Keywords: STEM education, hands-on learning, project-based activities, mathematics problem-solving, secondary school students