Assessing Implementation of Strengthening Mathematics and Science in Secondary Education (SMASSE): In the Case of Selected Secondary School of Kellem Wollega Zone, Oromia Regional State, Ethiopia
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This study aimed to identify the methods teachers use to integrate science and mathematics. These factors affect the implementation of integrated science and mathematics education and students' attitudes toward this integration in secondary schools in the Kellem Wollega zone of Ethiopia. Both open-ended and closed-ended questionnaires, along with structured interviews, were designed for the selected sample population. This targeted population was chosen from five different sites within the zone, comprising a total of 506 samples, of which 392 were students and 114 were teachers and school principals. The study found that teachers integrate science and mathematics using the PDSI approach, the ASEI approach, a student-centered approach, and generally the SMASSE approach. They employ various strategies, including assigning projects, conducting practical work with students, providing assignments and worksheets, and fostering team spirit among students. Several factors hindering the implementation of SMASSE in the study area were identified, including the teacher-student ratio, the disproportion between class size and the number of students, students' attitudes toward science and mathematics, a lack of laboratory facilities and equipment, an absence of a planned schedule, insufficient access to computers, inadequate assessment practices, a lack of sufficient time to complete the curriculum, and an inadequate quality assurance system. On the other hand, students exhibited a negative attitude toward the integration of science and mathematics education, which was influenced by factors such as their perceptions of mathematics, student-teacher interactions, feedback from teachers, teaching methods, course content, teachers' competencies, school management, and limited student participation in the classroom.
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