Secondary School Teachers’ Perceptions of Steam Delivery with Learning Management Systems in Oyo Town

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Published
2025-12-04
Issue
Vol. 5 No. 12 (2025): European Journal of Innovation in Nonformal Education
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This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors

  • Raimi, Sumnmaila Oyetunji

    Biology & Integrated Science Education, Faculty of Science Education, Emmanuel Alayande University of Education, Oyo, Nigeria

  • Bolaji, Akinloye Olufemi

    Biology & Integrated Science Education, Faculty of Science Education, Emmanuel Alayande University of Education, Oyo, Nigeria

  • Adesina, Abiodun Ezekiel

    Biology & Integrated Science Education, Faculty of Science Education, Emmanuel Alayande University of Education, Oyo, Nigeria
Keywords:
STEAM delivery, Learning Management Systems, Secondary School Teachers’ Perceptions, Gender, School types
Abstract
Empirical evidence revealed that secondary school students have low learning outcomes in Science, Technology, Engineering, Arts and Mathematics (STEAM). Learning Management Systems (LMSs) have proven impacts on STEAM as individual subjects, however, the perceptions of the secondary school teachers on STEAM education delivery with LMSs can mar or make the acceptance and adoption of the innovative strategy in schools. Therefore, the study investigate the secondary school teachers’ perceptions of STEAM delivery with LMSs in Oyo town. Mixed methods type of descriptive survey research in concurrent triangulation was adopted for the study. Two research questions and five hypotheses guided the study.240 public and private secondary school STEAM teachers were selected by cluster random sampling technique. Two adopted research instruments; Secondary School Teachers’ Perceptions of Enhancing STEAM with Learning Management System Questionnaire (SPESLQ, R=.83) and Secondary School Teachers’ Perceptions of Enhancing STEAM with Learning Management System Interview (SPESLI, IRR=.79) were used for data collection. Collated data was analyzed using thematic analysis, t-test and ANOVA. Results revealed that the secondary school teachers have very high perceptions of enhancing STEAM with LMSs. The perception was significant (N=223.00, Mean= 72.29; SD= 7.87; df=222; t= 137.12; p<05). However, the perception was not significantly different based on gender, school types, age, subject taught and level of education. Therefore, Learning Management System was recommended for all categories of secondary school teachers to enhance STEAM education.
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