Article Details

This study investigated the effect of inquiry-based and entrepreneurial teaching approaches on secondary school students’ attitudes toward STEM (Science, Technology, Engineering, and Mathematics) careers in Nigeria. Against the backdrop of declining student interest in STEM pathways especially among underrepresented groups. A quasi-experimental research design was employed involving 270 Senior Secondary II students across six co-educational public schools in the Zaria Education Zone of Kaduna State. Students were divided into three groups: inquiry-based, entrepreneurial, and conventional instruction. The Students’ Attitudes Toward STEM Careers Questionnaire (SATSCQ) was administered before and after a six-week intervention. Data were analyzed using ANCOVA to determine the effects of instructional strategies and gender on students’ post-test attitudes. Findings revealed that both inquiry-based and entrepreneurial teaching methods significantly enhanced students' attitudes toward STEM careers compared to conventional methods. However, no significant gender-based difference was observed within the experimental groups. The results suggest that incorporating active, participatory, and real-world learning strategies can strengthen students' STEM career orientations and reduce gender disparities. The study concludes by recommending systemic curriculum reforms, capacity-building for teachers, and gender-inclusive practices to advance STEM education and career engagement in Nigeria.