1 Department of Botany, Faculty of Science, Obafemi Awolowo University Ile-Ife, Nigeria.
2 Business Administration, University of Sunderland, Sunderland, United Kingdom.
3 Department of Mathematics, Missouri State University, Springfield, MO, USA.
4 Education Studies, School of Education, University of Hull, Hull, United Kingdom.
International Journal of Science and Research Archive, 2025, 14(02), 1129-1136
Article DOI: 10.30574/ijsra.2025.14.2.0496
Received on 06 January 2025; revised on 15 February 2025; accepted on 18 February 2025
The persistent achievement gap in Science, Technology, Engineering, and Mathematics (STEM) education among underrepresented groups remains a critical issue in education systems worldwide. This paper evaluates the effectiveness of policy initiatives designed to close the STEM education achievement gap. Through a comprehensive review of existing literature, analysis of policy frameworks, and case studies, this study identifies key factors contributing to the gap and assesses the impact of various interventions. The findings suggest that while some policies have made significant strides, there is a need for more targeted and sustained efforts to address systemic barriers. The paper concludes with recommendations for future policy directions, emphasizing the importance of early intervention, comprehensive support, and systemic reform.
STEM Education; Achievement Gap; Policy Initiatives; Underrepresented Groups; Systemic Barriers; Blended Learning
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Frieyo Omowumi Omotoyosi, Lawal Adebola Abidemi, Oludotun Akinsola and Lateef Adeola Bilikis. Evaluating the effectiveness of policy initiatives aimed at closing the stem education achievement gap. International Journal of Science and Research Archive, 2025, 14(02), 1129-1136. Article DOI: https://doi.org/10.30574/ijsra.2025.14.2.0496.
Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
