In Senegal, there is a need to enhance STEM education outcomes through innovative pedagogical approaches that address current challenges in curriculum design and teacher training. A mixed-methods design was employed, combining quantitative surveys with qualitative interviews to gather comprehensive insights into the impact of innovative pedagogies on educational outcomes in STEM subjects. Quantitative data were collected through a standardised questionnaire distributed among 300 secondary school teachers and 500 students across five randomly selected schools. The analysis revealed that blended learning models significantly improved student participation rates by 25% compared to traditional classroom settings, with particular emphasis on the use of technology in mathematics and science instruction. Teacher satisfaction levels were also positively correlated with increased student engagement, indicating a need for further professional development support. This study underscores the potential of blended learning models as an effective strategy for enhancing STEM education outcomes in Senegal, providing empirical evidence that aligns with theoretical frameworks from educational technology and pedagogy. Based on the findings, it is recommended that policy makers prioritise professional development programmes aimed at integrating digital tools into classroom instruction. Additionally, schools should be encouraged to adopt blended learning models as part of their curriculum reform initiatives. blended learning, STEM education, educational technology, teacher training, student engagement
Diop et al. (2004) studied this question.