Abstract:
This study investigates the significant impact of ICT education from the Higher Secondary
Certificate (HSC) has on Bangladeshi students' progress in tertiary STEM fields. Through
utilizing a comprehensive examination of demographic profiles, proficiency assessments,
facility rating systems, and satisfaction measures, this study determines the complex
relationships between HSC level ICT education as well as success in STEM areas at the
university level. Data were collected through an online survey from 244 students enrolled in
Computer Science and Engineering (CSE), Software Engineering (SWE), and Information
Technology Management (ITM) departments. The results highlight how many different factors
have significant effects on students' first-semester SGPA. A number of variables, including
prior ICT knowledge on data handling from college, quality of instruction provided by college
ICT Teacher, and HSC level ICT course grade, have strong relationships with student
performance in university level. This study illustrates the positive impact of improved
instructional materials and teacher-led projects on strong skill development, a phenomenon that
will increase overall satisfaction among learners. Although geographical location, gender, and
college type have been explored, it does not appear such they have significantly affected ICT
course grades directly. Instead, instructional components and techniques for improving skills
become important factors in determining students' academic performance. The study not only
finds significant relationships but also promotes curriculum improvements on a focus towards
ICT education technique optimization. With an aim of improving instructional methods and
curriculum design, these observations provide governments and other individuals within
education with suggestions that are applicable. The study highlights how important it is to
effectively utilize ICT education in order that encourage overall STEM development in
Bangladesh's educational system.
