Client Name: Alvina Schools

Project: Pivot to Science

Date: September 2017 – April 2019

Location: Nigeria, Effurun

Project Manager: Bofy Idiodi

Background

Our client Alvina Schools (AS) engaged our services to migrate the learning curriculum and teaching practice to a more STEM oriented learning.  Like most schools AS had experience in decline of interest in STEM subjects as the prevailing notion that science related courses are difficult. Also, AS was experiencing a brain drain in the science department amongst its teaching staff who had increasingly left the organization for other schools which emphasized and appreciated STEM tutors.

Due to the prevailing lack of interest in maths and science learning, average performance of students at the WAEC and GCE levels were progressively poorer.  Students struggle to grasp sufficient understanding from key STEM subjects as the timetable allocation did not provide ample time for effective delivery.  Students who desired a science career path had to struggle with the notion that art inclined students appear to have all the glamorous careers in later life.  This perception dampened a lot of students will to continue in the sciences and many made the change to art oriented courses for their final exams.

Acquire Centre (AC) saw the need to collaborate with AS in pursuing a more STEM oriented learning ecosystem that promoted the values and benefits of Maths and Science training.

The Challenge

The biggest obstacle we faced pivoting to science at AS was overcoming the perception that arts studies was more exciting and financially rewarding in the country Nigeria.  The popularity of musicians and social media content creators juxtaposed with the daunting prospect of finding a STEM job after years of toiling through university, made the choice to commit to STEM learning increasingly difficult.  On closer inspection the school timetable provided insufficient time for subjects like mathematics, science, and other related subjects which required adequate contact hours on a weekly basis to help students digest the volume of information coming their way.  School management was pressed hard to balance the existing work load for all general studies, arts and science withing the limited six hours of learning a day.  If writing and copying of notes are factored into the learning period, the amount of time remaining for tutors to teach and get feedback is greatly reduced.

There also remained the need to get the parents and teachers on board the new directive.  The management had struggled to present a compelling case for parents whose most important concern was for their children to pass their final exams at first try and secure higher education appointments without the hassles of makeup classes.

The Solution

A pivot-to-science committee was setup to discuss the approach and impact on the learners and parents  which involved the principal, vice principal, PTA chairman, and all department heads.  The project took the following steps:

• Adjust timetable allocation with emphasis on STEM subjects
• Conduct Career Counseling sessions with students and parents
• Adjust staffing ratios to reflect emphasis on science background
• Investments in STEM laboratory expansions
• Introduce peer-to-peer learning amongst students
• Increase boarding registration to aid weekend learning
• Engage external STEM tutors (including qualified parents)
• Increase external STEM and debate competitions with neighboring schools
• Increase frequency of CBT testing.
• Digitize all learning materials
• Use TVs and projection for all learning activities
• Introduce computer based learning.
• Other bespoke measures

The Result

Within the first year of operations, we observed a significant improvement in STEM subject enrollment for final exams.  The elimination of students having to copy notes from the board while classes are on by offering them a PDF and PowerPoint version of each lecture ahead of classes, allowed students to read ahead and come prepared for a more interactive session.  With parents more engaged through workshops and presentations, students got the backing needed to spur them on into career paths once dreaded.

The success truly showed up in the classroom by hiring more science qualified teachers with adequate work experience and outstanding facilitating skills.  STEM clubs were set up to encourage students and offer new and creative ways to learning.

The Pivot-to-Science remains an ongoing process but in the two years since its initiation, student enrollment and grades in STEM subjects have significantly improved.  A combination of factors which include a dedication from the management to STEM learning and the tireless effort of the teaching staff have kept the momentum going.  AC believes that the future of STEM-oriented learning in AS backed up by AC management by exception approach guarantees consistent levels of STEM graduates prepared to make a difference in the world.