Title: An Evaluation of STEM Policy Implementation in Ugandan Secondary Schools: A Comparative Analysis of Public and Private Institutions
Authors: Dr. Arinaitwe Julius, Nabaasa Desire
Volume: 9
Issue: 10
Pages: 93-98
Publication Date: 2025/10/28
Abstract:
Background: Science, Technology, Engineering, and Mathematics (STEM) education has become a strategic priority in Uganda's development agenda, intended to build a scientifically skilled workforce capable of driving industrialization and economic transformation. However, disparities between public and private secondary schools have hindered equitable implementation of STEM policies. Main Objective: To evaluate the implementation of STEM education policies in Ugandan secondary schools by comparing infrastructure, teacher qualifications, instructional materials, and student engagement between public and private institutions. Methods: A comparative cross-sectional design was employed, involving 384 respondents (192 from public and 192 from private secondary schools). Stratified random sampling was used, and data were collected using structured questionnaires and observation checklists. Descriptive statistics, independent t-tests, correlation analysis, and multiple linear regression were conducted to examine differences and predictors of student engagement. Statistical significance was determined at p < 0.05, and model assumptions were tested prior to analysis. Results: Private schools exhibited significantly higher mean scores in infrastructure (70.3 vs. 50.1), teacher qualifications (75.4 vs. 54.6), instructional materials (68.1 vs. 48.2), and student engagement (69.8 vs. 51.8) than public schools (p < 0.001). Strong positive correlations were observed among all implementation variables (r = 0.64-0.73). Regression analysis indicated that infrastructure (? = 0.222), teacher qualifications (? = 0.171), and instructional materials (? = 0.317) were all significant predictors of student engagement (p < 0.001), explaining 65% of the variance. Conclusion and Recommendation: The study concluded that the effectiveness of STEM policy implementation in Uganda largely depends on the adequacy of infrastructure, instructional resources, and teacher competence. Addressing these disparities is crucial for achieving equitable STEM outcomes. It was recommended that the government strengthen infrastructure investment, enhance teacher training programs, and expand the supply of instructional materials, particularly in public schools.