THE IMPACT OF A STEAM-BASED INTERVENTION ON MATHEMATICS ACHIEVEMENT AND GENDER DIFFERENCES AMONG ARTS-ORIENTED SECONDARY SCHOOL STUDENTS IN TUBAH, MEZAM DIVISION, NORTHWEST REGION, CAMEROON

The paper examined the effect of a STEAM-based mathematics teaching intervention on students’ numerical fluency and gender differences in secondary schools within Tubah Sub-Division, Mezam Division, North West Region of Cameroon. The study employed a quasi-experimental design, involving 43 students from CCAST Bambili as the experimental group and 34 students from Technical High School Ntigi as the control group. Both groups were pre-tested on a common Form Three mathematics topic in statistics, before the experimental group was exposed to a three-week STEM-oriented instructional treatment. Post-test scores were then collected from both groups. Data were analyzed using descriptive and inferential statistics, including mean comparisons, t-tests, and graphical representations. Findings revealed that the experimental group significantly outperformed the control group in the post-test means score with an independent sample t-test showing t(75) = 6.42, p