African Civil Procedure | 25 September 2009
Impact Evaluation of Northern Ghanaian School-Based STEM Learning Modules on Academic Performance: A Randomized Controlled Trial
T, a, i, w, o, A, y, i, n, b, o, l, a
Abstract
This study examines the impact of school-based STEM learning modules on academic performance in Northern Ghana. A randomized controlled trial was conducted, with schools randomly assigned to either a treatment group (receiving the STEM modules) or a control group (no intervention). The analysis revealed that students in the treatment group showed an average improvement of 12% in mathematics scores and 9% in science scores compared to their counterparts in the control group. These findings suggest that school-based STEM learning modules can significantly enhance academic performance, particularly in mathematics and science subjects. Schools should consider implementing these modules as a strategy to improve student engagement and achievement in STEM fields. STEM education, randomized controlled trial, Northern Ghana, academic performance The maintenance outcome was modelled as $Y<em>{it}=\beta</em>0+\beta<em>1X</em>{it}+u<em>i+\varepsilon</em>{it}$, with robustness checked using heteroskedasticity-consistent errors.