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This study aims to evaluate the implementation of STEM curriculum reforms in rural schools in Ghana by examining teacher training and assessment practices.

April 23, 2026Open Access

STEM curriculum reform in rural Sub-Saharan Africa: evaluating teacher training and classroom assessment practices in underserved schools in Ghana

Key Points

This study aims to evaluate the implementation of STEM curriculum reforms in rural schools in Ghana by examining teacher training and assessment practices.
Cross-sectional survey design involving 600 selected STEM teachers from rural public schools in five regions of Ghana.
Data collected through structured questionnaires measuring various factors including teacher preparedness and ICT integration competence.
Multiple regression analyses conducted to identify predictors of perceived STEM curriculum effectiveness.
Teacher preparedness, access to resources, and assessment practices significantly predicted perceived effectiveness of STEM curriculum.
ICT integration competence and leadership support also contributed significantly to curriculum effectiveness.
Teachers from the Northern region reported lower effectiveness in STEM curriculum implementation.

Abstract

The successful implementation of Science, Technology, Engineering, and Mathematics (STEM) education reforms is critical for improving educational outcomes and equipping students with 21st-century competencies. However, reform effectiveness often varies across rural and underserved contexts due to disparities in teacher preparedness, instructional resources, and ICT infrastructure. This study examined STEM curriculum implementation in rural public schools in Ghana using a cross-sectional survey design. The total population comprised approximately 2430 STEM teachers across five regions (Northern, Upper East, Volta, Bono East, and Western North), based on Ghana Education Service records. The sample size was determined using the Krejcie and Morgan (1970) formula for finite populations, yielding a minimum requirement of 332; to enhance statistical power, 600 teachers were selected through a multistage stratified random sampling procedure, with 547 valid responses retained (91.2% response rate). Data were collected using a structured questionnaire measuring teacher preparedness, classroom assessment practices, ICT integration competence, leadership support, and perceived implementation effectiveness. The instrument demonstrated strong reliability (Cronbach’s α = 0.85–0.93) and satisfactory construct validity. Multiple regression analyses revealed that teacher preparedness (β = 0.35), access to resources (β = 0.29), and assessment practices (β = 0.28) were significant predictors of perceived STEM curriculum effectiveness. ICT integration competence (β = 0.22) and leadership support (β = 0.24) also contributed significantly, while teachers in the Northern region reported comparatively lower effectiveness (β = -0.10). The study emphasizes that effective STEM reform in rural and underserved areas requires targeted investments in teacher professional development, equitable distribution of resources, and enhanced ICT integration to ensure sustainable and regionally balanced curriculum implementation.

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