Examining Effects of ICTs in Teaching Science in STEM Schools in Selected Secondary Schools of Lusaka District

This study investigates the effects of Information and Communication Technologies (ICTs) on teaching science in STEM schools, focusing on selected Secondary School in Lusaka, Zambia. Despite ICT’s potential to enhance learning outcomes, its classroom integration remains inconsistent due to limited infrastructure, teacher competence, and access to digital resources. A mixed methods approach was employed, collecting quantitative data from 100 students via structured questionnaires and qualitative data from five science teachers through semi structured interviews and classroom observations. Findings indicate that digital projectors, virtual lab software, and interactive whiteboards are the most commonly used ICT tools, while smartphones and desktop computers dominate student engagement. PowerPoint and Microsoft Excel are widely used, whereas interactive simulations and PhET software are less frequent. ICT integration enhances pupil engagement, understanding of complex science concepts, and academic performance. Students demonstrate greater collaboration, independent problem-solving, and improved comprehension when ICT is effectively applied. However, challenges such as inadequate infrastructure, limited teacher skills, poor internet connectivity, and restricted access to resources, and insufficient technical support occasionally hinder ICT use and reduce its effectiveness.

The study recommends investing in reliable ICT infrastructure, continuous teacher training, accessible digital resources, structured technical support, and student-centered lesson designs. Addressing these challenges will improve science     teaching, foster     active learning, and enhance performance, preparing learners for a technology-driven academic and professional environment.