STEM (Science, Technology, Engineering and Mathematics) is widely thought to be essential to economic growth, technological innovations and sustainable development. The role of a technologically educated population in promoting social and economic development has long been recognized. There is a concern over student drop-out and low academic achievement on STEM programmes in Nigerian universities. Understanding the factors that influence persistence and achievement of undergraduates on STEM courses will help in planning and refining STEM policy. It will also provide higher education institutions with better and more effective approaches to improve the experience of STEM students. Most research into STEM intake, policy and enabling factors has been conducted in developed countries such as USA, UK and other European countries. The academic background and experience of the undergraduates from these countries are different from the ones from Nigeria, which could reflect on their persistence and achievement. This study addressed gaps in the literature by examining what student experiences can improve persistence and achievement of undergraduates studying STEM courses across private and public universities in Nigeria.

Author: Adedayo Sangoniran

Published in: Ireland International Conference on Education (IICE-2023)

• Date of Conference: 11-13 April 2023
• DOI: 10.20533/IICE.2023.0038
• ISBN: 978-1-913572-51-8
• Conference Location: Dún Laoghaire, Ireland