Exploring the Effectiveness of STEM Interdisciplinary Approach in Teaching Grade 12 Agricultural Sciences Learners
Busi Ntimane 
, Thabang Maphakane & Lusanda Ncisana
Issue: Vol.6 No.6 Article 19 pp. 908 -922
DOI: https://doi.org/10.38159/ehass.20256619 | Published online 23rd May, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study explored the effectiveness of the STEM interdisciplinary approach in teaching grade 12 Agricultural Sciences learners. The study applied social constructivism theory and a qualitative approach using Phenomenology design, sampling 24 participants including 12 teachers and 12 learners through purposive in Capricorn South District, Limpopo, South Africa. Data was collected using semi-structured interviews. Results indicated that the interdisciplinary approach in STEM positively influences learner engagement and critical thinking in the retention of agricultural science concepts by relating theory to actual agricultural challenges being experienced in the real world. However, the study also identified key challenges, including resource limitations, time constraints, and teachers’ varying levels of STEM integration experience. Based on the findings of this study, modification in the curriculum is recommended to assign more time for activities with an interdisciplinary approach and invest more in resources and training of teachers to implement effectively the practice of STEM interdisciplinary approach in agricultural science education. This study contributes to scholarship by demonstrating how the STEM interdisciplinary approach enhances learner engagement and critical thinking in Agricultural Sciences. It also highlights key challenges, informing curriculum modifications, teacher training, and resource investment for effective STEM integration.
Keywords: Agricultural Sciences, Resource Constraints, Critical Thinking, Problem-Solving, Learner Engagement, Curriculum Innovation.
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Ms. Busi Ntimane is a passionate and dedicated Agricultural Sciences Educator with a strong foundation in Soil Science. She holds a Bachelor of Science in Agriculture in Soil Science from University of Limpopo. She recently completed her Post Graduate Certificate in Education (Mathematics, Science and Technology) at the same institution. She received certificates for participating in the Child Protection Week Awareness Campaign.
Mr. Thabang Maphakane is a Technology Educator at Secondary Level. He holds honours degree in Technology Education from University of Limpopo. He has published 01 peer- reviewed article. Thabang has an interest in understanding Agricultural topics.
Mr. Lusanda Ncisana is a Lecturer at the University of Limpopo focusing on Agriculture Education, Science and Technology Education. He is a PhD candidate at the University of KwaZulu Natal. Ncisana is supervising Masters students and is a promoter of Honours Research projects in science education. He has published 12 peer-reviewed articles. He was part of the organizing committee of writing retreats for postgraduate students in Technology Education at the University of Limpopo.
Ntimane, Busi, Thabang Maphakane and Lusanda Ncisana. “Exploring the Effectiveness of STEM Interdisciplinary Approach in Teaching Grade 12 Agricultural Sciences Learners,” E-Journal of Humanities, Arts and Social Sciences 6, no.6 (2025): 908 – 922. https://doi.org/10.38159/ehass.20256619
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
