As good as STEAM education is, the introduction of STEAM into secondary school curriculum is good but not handled by academic qualified teachers and this are marred the students’ performance. The teaching approach that a teacher adopts is one factor that may affect students’ achievement and facilitates high standards of learners’ outcomes. The failure or good performance of students rest on the quality of instruction and not lack of student’s ability to learn. This paper addresses some quality of teachers and the how STEAM was introduced into Nigeria
Ogundare, A., A.A., O & G., B (2018). The Quality of Science, Technology. Engineering, Art and Mathematics (STEAM) Teachers in Nigeria. Afribary. Retrieved from https://tracking.afribary.com/works/ogundare-abosede-work
Ogundare, Abosede, et. al. "The Quality of Science, Technology. Engineering, Art and Mathematics (STEAM) Teachers in Nigeria" Afribary. Afribary, 04 May. 2018, https://tracking.afribary.com/works/ogundare-abosede-work. Accessed 20 Sep. 2024.
Ogundare, Abosede, OGUNDARE A.A. and BELLO G. . "The Quality of Science, Technology. Engineering, Art and Mathematics (STEAM) Teachers in Nigeria". Afribary, Afribary, 04 May. 2018. Web. 20 Sep. 2024. < https://tracking.afribary.com/works/ogundare-abosede-work >.
Ogundare, Abosede, OGUNDARE A.A. and BELLO G. . "The Quality of Science, Technology. Engineering, Art and Mathematics (STEAM) Teachers in Nigeria" Afribary (2018). Accessed September 20, 2024. https://tracking.afribary.com/works/ogundare-abosede-work