Blended Learning Model for Enhancing STEM Career Awareness among Urban and Rural Secondary School Learners

Abstract

This study examines the effect of a blended learning model on STEM career awareness among urban and crural secondary school students in Abuja, Nigeria. Using a descriptive survey design, 240 SSII students were sampled across four public schools through stratified and random techniques. Data were gathered via two validated instruments the STEM Career Awareness Questionnaire (α = 0.84) and the Blended Learning Perception Inventory (α = 0.88) and analyzed using Pearson correlation, independent samples t-test, and two-way ANOVA. Open-ended responses were thematically analyzed to capture deeper student perceptions. Findings revealed significant positive correlations between students’ perceptions of content clarity, engagement, and career relevance in blended learning and their STEM career awareness. Urban students showed significantly higher awareness scores than rural counterparts (t = 3.83, p < .001), while gender and location both exerted significant independent effects (p < .05), though without interaction. Thematic analysis highlighted increased interest in STEM careers, real-world relevance, gender inspiration, and digital access limitations.The study concludes that blended learning can enhance STEM career awareness but is influenced by contextual factors such as infrastructure and gender inclusion. It recommends expanding access to digital tools, particularly in rural areas, and strengthening career-relevant, inclusive STEM content.