Enhancing STEM Instruction through Indigenous Materials and ICT Integration: A Critical Assessment of Teachers’ Knowledge, Experiences, Attitudes, and Readiness

Simple item page
dc.contributor.authorNdungo, Issa
dc.contributor.authorNazziwa,Cissy
dc.contributor.authorKabiswa, Wiston
dc.contributor.authorOpio, Phillip
dc.contributor.authorAkugizibwe, Edwin
dc.contributor.authorMpungu, Kassimu
dc.date.accessioned2025-06-05T10:17:50Z
dc.date.available2025-06-05T10:17:50Z
dc.date.issued2025-04-15
dc.descriptionThis study revealed that teachers possess moderate knowledge and positive attitudes toward integrating Indigenous materials and ICT tools in STEM education, particularly among rural teachers. However, their practical experience remains limited, indicating a need for more hands-on training. While teachers understand the benefits of ICT, their awareness of the cultural value of Indigenous materials is lower, highlighting a gap in professional development.
dc.description.abstractThis 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.
dc.description.sponsorshipMountains of the moon university
dc.identifier.citationNdungo, I., Nazziwa, C., Kabiswa, W., Opio, P., Akugizibwe, E. & Mpungu, M. (2025). Enhancing STEM Instruction through Indigenous Materials and ICT Integration: A Critical Assessment of Teachers’ Knowledge, Experiences, Attitudes, and Readiness. East African Journal of Education Studies, 8(2), 132-149. https://doi.org/10.37284/eajes.8.2.2872
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/11850
dc.language.isoen
dc.relation.ispartofserieshttps://doi.org/10.37284/eajes.8.2.2872
dc.titleEnhancing STEM Instruction through Indigenous Materials and ICT Integration: A Critical Assessment of Teachers’ Knowledge, Experiences, Attitudes, and Readiness
dc.typeArticle
Files
Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
Ndungo, Kabiswa, Mpungu, Opio, Nazziwa, Akugizibwe 2025.pdf
Size:
438.18 KB
Format:
Adobe Portable Document Format
Download
Thumbnail Image
Name:
Ndungo, Kabiswa, Mpungu, Opio, Nazziwa, Akugizibwe 2025.pdf
Size:
438.18 KB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Engineering and Technology