DataSet for STEM Education in South western Nigeria

The study investigated the relationship between teachers’ characteristics and the integration of STEM education in educational technology adoption among public secondary school teachers in Ikenne Local Government Area, Ogun State, Nigeria. The research was guided by the hypothesis that teachers’ characteristics such as gender, age, educational qualification, and years of teaching experience influence the adoption of educational technology within STEM education. Data were collected from 208 teachers across 11 public secondary schools using a structured questionnaire. A descriptive survey research design was adopted, while statistical tools including frequency distribution, correlation matrix, independent t-test, and ANOVA were used to analyze the data at a 0.05 level of significance. The findings showed that most respondents were female teachers, mainly within the age range of 21–30 years, with the majority holding Bachelor’s degrees. Many participants also had between 0–5 years of teaching experience. The data revealed no significant relationship between teachers’ characteristics and STEM education in educational technology adoption. Specifically, gender, age, educational level, and teaching experience did not significantly predict teachers’ integration of educational technology in STEM education. Furthermore, the independent t-test showed no significant difference between gender and dimensions of technology adoption such as performance expectancy, effort expectancy, social influence, and facilitating conditions. However, ANOVA results indicated that educational qualification and years of teaching experience had significant differences in relation to educational technology adoption, while age showed no significant difference. The data suggest that demographic factors alone may not strongly determine teachers’ adoption of educational technology for STEM education. Instead, factors such as professional training, institutional support, availability of technological resources, and teachers’ willingness to adopt innovation may play more important roles. The findings can help researchers, policymakers, and educational administrators understand challenges associated with STEM integration and educational technology adoption in secondary schools. The dataset may also support future studies on teacher readiness, STEM implementation, and digital learning practices in education.