Enhancing STEM Instruction through Indigenous Materials and ICT Integration: A Critical Assessment of Teachers’ Knowledge, Experiences, Attitudes, and Readiness
Abstract
This article addresses the gap in understanding the integration of Indigenous materials and ICT tools in STEM teaching by secondary school teachers. Conducted within the Rwenzori region, the study assessed teachers' knowledge, experiences, attitudes, and readiness for integration using a mixed-methods approach involving quantitative data from 138 teachers combined with qualitative insights from focus group discussions. The results indicate moderate levels of knowledge (mean=3.2,SD=0.75) and attitudes (mean=3.4,SD=0.85) among teachers, with slightly higher practical experience (mean=3.5,SD=0.80). Knowledge, practical experience, and attitudes significantly correlated with readiness; (r=0.538,p<0.001), (r=0.423,p<0.001), and (r=0.385,p<0.001), respectively. Teachers' knowledge (β=0.419,p<0.001) and practical experiences (β=0.192,p=0.027) were found to be significant predictors of readiness, while attitudes were not significant predictors (β=0.128,p=0.136). This study proposes the RIIMIT-STEM Model (Readiness for Integration of Indigenous Materials and ICT Tools in STEM Instruction), a comprehensive framework designed to assess and strengthen teachers’ preparedness for blending culturally relevant resources and digital technologies in STEM education. The model responds to persistent challenges such as limited ICT proficiency, high costs of equipment, and infrastructural limitations while promoting innovative and context-sensitive teaching practices
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