AN INVESTIGATION INTO THE COGNITIVE DIMENSIONS OF STEM EDUCATION COMPETENCIES AND THEIR IMPACT ON LIFELONG LEARNING

Fehintoluwa Elizabeth DADA; Adijat Oluwatoyin  AYANDA; Taye MUFUTAUDEEN; Falemu Funke AINA; Sakirat Adesola SakOLAWUYI

Fehintoluwa Elizabeth DADA Department of Science, Technology and Mathematics Education, Osun State University, Osogbo Nigeria
Adijat Oluwatoyin AYANDA
Taye MUFUTAUDEEN
Falemu Funke AINA Department of Science Education, Bamidele Olumilua University of Science and Technology, Ikere Nigeria
Sakirat Adesola SakOLAWUYI Department of Science, Technology and Mathematics Education, Obafemi Awolowo University, Ile-Ife Nigeria

Keywords: Keywords: STEM competences, lifelong learning, students, pedagogy, STEM, science instruction, learning

Abstract

The global attention on strengthening scientific literacy for 21^st century personnel development in developing countries, including Nigeria, demands in-depth studies on the cognitive and theoretical influence of STEM competencies and lifelong learning. Therefore, this study, based on social cognitive career theory, sought to explore the competencies developed in STEM pursuits and how STEM competencies support lifelong learning. The study is a descriptive survey was conducted with a sample of 400 senior secondary school students from both private and public secondary schools. The questionnaire items (instrument) used were duly validated, and the test of reliability yielded an index of 0.84. The data obtained were analyzed using descriptive statistics at a 3.00 benchmark, a t-test analytical tool at a 0.05 level of significance, and a 95% level of confidence. The descriptive, criterion-referenced, and inferential statistical approach adopted within this study provides a valid and transparent basis for the replicability of the research. Findings revealed that STEM education competencies significantly predict lifelong learning; lifelong learning in STEM can be encouraged through online resources, extracurricular programs, workshops and future-oriented discussions. Findings of this study underscore the need for educational stakeholders to embrace hands-on, real-world STEM pedagogical structures by providing adequate teaching materials and laboratory facilities with technological resources to foster STEM competencies for lifelong learning in schools, and implications of these findings for relevant educational practices, policies and stakeholders were discussed.