Analysis of the Integration of STEM Education in Public Secondary Schools in Taraba State

This study analysed the level of integration of Science, Technology, Engineering, and Mathematics education in public secondary schools in Taraba State, Nigeria. National education policy has increasingly promoted STEM integration as a vehicle for equipping students with twenty-first century competencies; however, the extent to which this integration is occurring at the school level, particularly in less developed states, is not well documented. A descriptive survey design was adopted. The sample comprised 180 Science and Mathematics teachers from secondary schools across Jalingo, Wukari, and Zing Local Government Areas. A STEM Integration Assessment Questionnaire validated by subject experts was used to collect data. Cronbach's Alpha reliability was 0.78. Descriptive statistics including means and frequency distributions were employed in data analysis. Results revealed low levels of STEM integration, with most teachers conducting subject instruction in isolation without meaningful interdisciplinary linkages. Limited teacher knowledge of STEM pedagogy, absence of STEM laboratories, and non-availability of project-based learning materials were cited as primary constraints. Schools with recent external support programmes showed higher integration scores. Recommendations included establishment of model STEM centres in each local government, structured cross-disciplinary lesson planning workshops, and a state-level STEM education policy framework. Keywords: STEM integration, science education, public secondary schools, Taraba State, interdisciplinary learning.