INFLUENCE OF SCIENCE AND TECHNOLOGY EDUCATION ON STUDENTS’ LEVEL OF SCIENTIFIC AND TECHNOLOGICAL LITERACY (STL) FOR SUSTAINABLE DEVELOPMENT IN NIGERIA

Abstract

This study aimed to assess the impact of science and technology education on the degree of scientific and technical literacy (STL) among students in Nigeria, with a focus on its implications for sustainable development. The study employed a descriptive survey research approach. Three research questions and three hypotheses generated at a significance level of 0.05 served as the study's guiding principles. A total of 430 students were included in the sample, including 242 male students and 188 female students. A multistage sampling procedure was employed to choose the participants. The Scientific Literacy Test (SLT), which was approved by three experts, was administered with a reliability coefficient of 0.76, as determined by the Kurder Richardson (KR-20) method. The data gathered were analysed using statistical techniques such as frequency analysis, percentage calculations, and analysis of variance (ANOVA). The study's findings revealed notable disparities in the scientific and technical literacy levels of science students. A majority of the students (73.5%) had a nominal level of scientific and technological literacy compared to their peers. One recommendation is to address the scientific and technical disparity among science students by employing suitable educational resources that may augment their understanding and proficiency in the field of science.