INSECURITY AS A PREDICTOR OF POVERTY IN NIGERIAN EDUCATIONAL SYSTEM: IMPLICATIONS FOR STEM EDUCATION

Abstract

The rate of poverty in Nigeria is alarming with over 90 million people wallowing in abject poverty while the few Nigerians above the poverty line are feeling insecure. The present study investigated preservice teachers' perception of insecurity as a predictor of poverty in Nigeria, with inferences for STEM education. Through a positive philosophy, the study used a quantitative approach within the blueprint of a descriptive survey of a correlational type. The sample of the study included 355 senior preservice science, technology, engineering, and mathematics (STEM) teachers in a first-generation Nigerian university on whom two valid and reliable instruments were administered. The instrument included: Perception of Insecurity Scale (Cronbach alpha, á=0.94) and Poverty Measurement Scale (Cronbach alpha, á=0.92). Data collected were analysed using the descriptive statistics of mean and standard deviation and inferential statistics of a linear regression analysis at a 5% level of significance. Results showed a high level of perception of insecurity and a high level of perceived poverty among the preservice STEM teachers. There was a statistically significant positive relationship between preservice STEM teachers' perceived insecurity and poverty in Nigeria (r=0.79, p<0.05). The perception of insecurity examined contributed as much as 62% (with â=0.79, t=24.67, p<0.001) to preservice STEM teachers' perceived poverty. Preservice STEM teachers maintained that poverty level in Nigeria was further aggravated by some major security threats such as ritual killings, armed robbery, kidnapping, banditry, herders-farmers conflicts, and Boko Haram insurgency. Implications of the findings for STEM education were discussed.