Models That Enhance Mathematics Teaching in Stem and Non-Stem Schools in Southern Province, Zambia

Despite policy emphasis on STEM for national development and economic growth, mathematics remains critical yet underperforming in Zambia's secondary education system (Examinations Council of Zambia, 2022; UNESCO, 2021). This study meticulously examined various mathematics teaching models employed in both STEM and non-STEM secondary schools located in the Southern Province of Zambia. This investigation compared learner performance across school types, identified instructional challenges, and determined effective pedagogical practices to enhance learning outcomes.

STEM education, mathematics achievement, learner-centered pedagogy

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