There are very few, if any, studies that have attempted to determine the status of the implementation of STEM initiatives Kenya both at the basic and high level of education. The few available studies, yet to be published, by graduate and post-graduate students focus mostly on determination of factors that affect performance of mathematics and science in national examinations—Kenya Certificate of Secondary Education (KCSE).  Analysis of the studies available online suggest that most graduate and post-graduates students in Kenya conduct one study many times just changing the location as can be seen below.

  • Osena, CK (2007): Factors Affecting Students ‘Performance in Mathematics: A Case of Secondary School in Uasin Gishu County, Kenya. University of Nairobi, Kenya.
  • Njagi, LI (2012): An Investigation into some of the factors which influence students’performance in Mathematics in Public Secondary Schools in Embu West Dirstrict, Embu County. Kenyatta University, Kenya
  • Wanyonyi, PW (2013): An Assessment of Factors Affecting Students ‘Performance in Mathematics at KCSE Level in Secondary Schools in Kakamega County, Kenya. Kenyatta University, Kenya.
  • Wachira, CN (2016): Causes of Poor Performance in Mathematics in Secondary Schools: A Case Study of Nyandarua North Sub County, Nyandarua. Karatina University, Kenya.
  • Oyugi KJ (2018): Factors Affecting Students’ Performance in Mathematics at KCSE Level in Selected Mixed Secondary Schools in Njiru Sub County , Nairobi. University of Nairobi, Kenya.

From the examples above there is clearly need to expand the discourse beyond ‘determination of factors’ to  trends and interrelations amongst variable in regard to STEM indicators. The unfortunate thing though is the absence of agreed STEM indicators that researchers investigate. A baseline study by CEMASTEA tried to determine the ‘nexus between academic achievement and school climate of 47 STEM Model Schools’ . The unpublished study, carried out in 2017,  found that out of the 47 public secondary schools selected as STEM Model Schools less than 5 percent were considered by students and teachers as inviting and performing. About 60 percent were somewhat inviting but performing suggesting that they might have not bothered about creating an inviting and welcoming school climate overall.  The remaining 35 percent falls in the undesirable category of disinviting & non-performing (7 percent), inviting & non performing (25 percent) and disinviting but performing (3 percent)- these schools need to be transformed into inviting & performing to be considered model schools for STEM.

Through MUSPPA2STEM, effort will be made to: (a) determine suitable national STEM indicators that will be used to monitor success and determine impact; (b) carry out joint research initiatives to provide findings that can inform implementation and (c) provide forum (i.e. symposia, conferences etc.) to guide for sharing knowledge and experiences.