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Assessing the Status of STEM Foundation: An Empirical Study of Banepa Municipality Using Gap Analysis

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  • Bibek Ghimire

    (Independent Researcher)

Abstract

This study assesses the current status of STEM (Science, Technology, Engineering, and Mathematics) education foundations among secondary-level students in Banepa municipality, Nepal. Using a quantitative diagnostic survey design and gap analysis, data were collected from 295 students across grades 8–10. The study evaluates four key dimensions influencing STEM performance: infrastructure, teacher capacity, practical learning, and student interest. The findings reveal an overall "good" status for STEM education with an index score of 3.96 out of 5. While infrastructure and teacher capacity were identified as stronger areas, practical learning and student interest showed larger gaps, indicating a critical need for improvement. Correlation analysis shows that all four dimensions are significantly and positively linked to the strength of STEM foundations, with practical learning showing the strongest relationship (r = 0.837). These results suggest that to improve student performance in the Secondary Education Examination (SEE) and overall career development, educational stakeholders must prioritize in enhancing laboratory experiences and initiate greater student engagement alongside infrastructure and professional development efforts collectively.

Suggested Citation

  • Bibek Ghimire, 2026. "Assessing the Status of STEM Foundation: An Empirical Study of Banepa Municipality Using Gap Analysis," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(6), pages 2201-2214, June.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:6:p:2201-2214
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