The Challenges Faced by Mathematics Learners in Stem and Non-Stem Schools

Abstract

Mathematics remains a foundational subject for scientific literacy and economic development, yet learner performance continues to be persistently low in many Sub-Saharan African education systems, including Zambia. This study employed a comparative cross-sectional mixed-methods design to examine differences in Mathematics performance between STEM and non-STEM secondary schools in Zambia’s Southern Province and to identify contextual factors influencing learner outcomes. Quantitative data were drawn from Grade 12 Mathematics examination scores of 228 learners across four secondary schools, while qualitative data were collected through questionnaires and semi-structured interviews with 26 Mathematics teachers and school administrators. Descriptive statistics and an independent samples t-test were used to analyze performance differences, complemented by effect size estimation and confidence interval analysis, while thematic analysis was applied to qualitative data. Results revealed a statistically significant difference in Mathematics performance between STEM and non-STEM schools (t(195.69) = −34.76, p < .001), with STEM learners achieving higher mean scores. The estimated effect size (Cohen’s d ≈ 3.20) indicates an exceptionally large and educationally meaningful difference, far exceeding commonly reported benchmarks for high-impact educational interventions. However, selected non-STEM schools demonstrated relatively strong performance, underscoring the moderating role of effective leadership, teacher collaboration, and learner motivation. Persistent challenges across both school types included inadequate instructional resources, limited ICT infrastructure, high learner–teacher ratios, and negative learner attitudes toward Mathematics. The study concludes that while STEM designation confers substantial performance advantages, system-wide equity in resourcing and the scaling of effective institutional practices are essential for sustainable improvement in Mathematics education.