ABSTRACT
The main purpose of this study was to evaluate the implementation of Basic Science Curriculum in Junior Secondary Schools (JSS) in Enugu Zone. Nine research questions and one hypothesis guided the study. The study adopted an Evaluation research design. The study was carried out in Enugu Education Zone of Enugu State. A total number of 74 Basic Science teachers and 6,386
JSSIII Students make up the population of the study. A sample of 319 JSSIII students and 37
Basic Science teachers were used for the study. Basic Science Achievement Test (BSAT), and a
researcher constructed questionnaire titled Basic Science Curriculum Implementation Process Questionnaire (BSCIPQ) were used for data collection for the study. The instruments were validated by three experts, one from measurement and evaluation and two from science education, all from the University of Nigeria Nsukka. Based on their observations, criticisms and corrections, the research instruments were modified appropriately. The reliability of the instruments BSAT and BSCIPQ were established by trial testing them on a group of 40 JS3 students and 20 Basic Science teachers from one secondary schools in Agbani Zone which is outside the area of the study. Estimate of internal consistency was used to determine the reliability of BSAT and BSCIPQ. Specifically, Kuder Richardson formula 21 (K-R21) was used for BSAT and Cronbach’s alpha for BSCIPQ. The reliability index for BSAT was 0.81. Also the reliability indices for BSCIPQ were 0.83, 0.86, 0.83, 0.81 and 0.89 for cluster A, B, C, D and E respectively. Copies of BSAT and BSCIPQ were administered by the researcher on the spot to the respondents with the help of two research assistants who were given one day training by the researcher on how to administer and retrieve the achievement tests and questionnaires. Scores obtained from the instruments BSAT and BSCIPQ were analyzed using mean (x) and standard deviation (SD) in order to provide answers for the research questions while the null hypothesis was tested using t- test statistics at 0.05 level of significance. The findings of the study among others showed that the extent to which teachers align their instruction to the achievement of the objectives of Basic Science curriculum in junior secondary schools is low. Findings also revealed that some facilities for teaching Basic Science in junior secondary schools were available and functional while many facilities are not available. It was also found that Basic Science teachers utilize the facilities and instructional materials in teaching Basic Science at junior secondary schools to a low extent. The implication of the above findings were highlighted and it was recommended among others that since the result of the study showed that the achievement of the objectives of Basic Science curriculum in junior secondary schools is to a low extent, the government and ministry of education should make available the necessary materials and man- power for the implementation of the objectives of Basic Science curriculum in junior secondary schools. This will help the government to assess and judge their preparedness in the implementation and support for Basic Science Programme in the State.
Background of the Study
CHAPTER ONE INTRODUCTION
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The term science has to do with nature. It is derived from the Latin word “Scientia’ meaning to know, what is a fact, truth or certain (Odo, 2012). Science is concerned with finding out about things in our environment. The knowledge we gather about our environment constitutes the field of study called science and is distinguished from other fields because it relies on hypothetical deductive and experimental approach, (Millennium Development Goals, MDGs project, 2011). Mbajiogu (2003) perceived science as an act of doing and it is more concerned with various investigative processes and activities with regards to developing, acquiring and controlling knowledge, skills and attitude about the natural factors of the environment.
Science has two major components namely science content and science process. The content is the knowledge we acquire about our environment while the process skills deal with ways in which scientists go about gathering knowledge concerning the environment (MDGs Project, 2011). Thus, science is viewed as the bedrock upon which any nation can be built (Onah,
2003). It is said to be a very important aspect of man’s life so much that its role in societal development has been revealed by various countries world-wide. No country can be globally recognized without talking about its scientific advancements. This can be seen in all aspects of life such as medicine, engineering, industries, education etc. These scientific fields are all guided by a curriculum. This is why Nzewi, (2008) stressed that the quality of education in any system and at any level is dependent on the quality of the curriculum.
Curriculum is viewed as a body of all the experiences and activities (Co-curricular activities) provided, under the auspices of the school to bring about a change in the learner in the
desired direction (Ugwu, 2004). This view is supported by Offorma, (2006) who noted
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curriculum as a document, plan or blue print for instructional guide for teaching and learning with the purpose of achieving educational goals and related specific objectives that will necessitate the positive and desirable behavioral change in the learners. Offorma further buttressed that curriculum is also the process of determining and pursuing set societal objectives through the instrumentality of the school. Based on the above definition, the researcher explained that curriculum is the totality of the environment in which education takes place. In the same vein, curriculum according to Wheeler (2000) has been defined as the planned experiences offered to a learner under the guidance of the school. The researcher views the curriculum as the totality of planned learning experiences which the learner will acquire under the guidance of approved educative agencies like home and school in order to realize his or her needs, interests and aspirations for the benefit of the society. Thus, Adeyegbe (2004) submitted that curriculum generally is the hub of the activities in any educational endeavor since it dictates what is to be taught, at what level, by whom, for what purpose, with what equipment and to be assessed by what means. The curriculum describes the content, instructional objectives, teachers activities, students activities, teaching methods, the learning materials and evaluation strategies available for a given subject or course of study.
It is important to note that education has remained an instrument of change and national development and is viewed as the foundation for modernization. This modernization is required for great advances in science and technology (Okoro, 2006). Hence, in 1968, the Science Teachers Associates of Nigeria (STAN) set up curriculum development committees which looked into the different science subject’s syllabuses (Mathematics, Chemistry, Physics and Biology) in the view to revise and improve them (Okoro, 2006). This was as a result of the directive given by the West African Examination Council (WAEC). After these works on
seperate science subjects, jointed working sessions of the representatives from the core science committees made efforts to integrate the disciplines. The working sessions produced the integrated theme known as Nigeria Integrated Science Project (NISP) which was approved in Lagos in 1969 (Ezeudu, 2008).
In 2005, the Nigeria Educational Research and Development Council (NERDC) was directed to carry out the assignment of reviewing, re-structuring and re-aligning the then existing curriculum for primary and junior secondary schools to fit into 9-year Basic Education Program, all in effort to attain the Millennium Development Goals (MDGs) by the year 2015 which include; value re-orientation, poverty eradication, job creation, wealth generation as well as using education to empower the people (FRN, 2006). In line with the above, the Federal Government of Nigeria in 2006 launched a new curriculum for the Universal Basic Education (UBE) for Primary and Junior Secondary Schools. This UBE programme was formally introduced in 1999 in fulfilment of the governments’ signatory to a number of international declarations on Education which includes the Jomtien Declaration of Framework for Action on Basic Education. The UBE Act was passed into law in the year 2004 (Tahir, 2005). Tahir further explained that at the end of nine years of continuous education, every child should acquire appropriate level of literacy, numeracy, communication, manipulative and life skills, be employable, useful to him/her and the society by possessing relevant ethical, moral and civic values. Thus, the vision of UBE has taken care of all that it entails to bring socio- economic development.
The new curriculum is then thought to address other issues that were not specified in the old version of it in order to bring about value re-orientation, poverty eradication, critical thinking, and entrepreneurial or life skills among her citizens. In addition, the new curriculum
according to Obioma, the then executive secretary of the Nigeria Educational Research and Development Council (NERDC) seeks to correct the abnormalities of the former curriculum. Thus, the Universal Basic Education is to provide a universal, free, compulsory and continuous 9 years education programme for all school age children irrespective of their socio- economic circumstances (Federal Republic of Nigeria, FRN 2006)
However, since the vision of UBE is to bring about socio-economic development as explained by Tahir (2005), the role of science and technology in the UBE Programme cannot be over- emphasized. The world–over, it is generally agreed that development could only be meaningful if and when it is science and technology driven. As such, countries of the world are now categorized as developed, developing or under developed based on their scientific and technological attainments. Hence the incorporation of Basic Science and technology as a core subject in the 9- year Basic Education Programme.
A feature of the new curriculum is the phasing out of primary science and integrated science as earlier mentioned, for what is now known as Basic Science and Technology for primary schools and Basic science for junior secondary schools, which according to the Obioma (2007) prepares a child adequately for the higher studies by providing a solid foundation on which to build upon. Also added was information & communication technology (ICT) which has been introduced into the primary school curriculum alongside with culture and creative arts, all these are in the bid to make a child strong enough to face challenges of the future.
Basic Science is a science that describes the most basic objects, forces, relations between them and laws governing them such that all other phenomena may be in principle derived from them (free encyclopedia, 2011).
The objectives of new Basic Science curriculum are spelt out to enable the learner:
Develop interest in science and technology,
Acquire basic skills in science and technology ,
Apply their basic knowledge and skills in science to meet societal needs.
Take advantage of the numerous career opportunities offered by the study of science and technology and
Become prepared for further studies in science and technology (NERDC, 2007).
From these, it is perceived that Basic Science Objectives are broad, specific and sequential such that interest in science and technology precedes the basic knowledge and skills of science and technology. Nonetheless, the Basic Science curriculum contents are systematically organized and arranged in a sequential order at the various levels of the Nigeria education system (Law in Okoye and Igboabuchi, 2011).The curriculum reflects depth, appropriateness and inter- relatedness of the contents.
In the light of the forgoing, it is important to note that in spite of persistent efforts made by the government, NERDC, curriculum specialist, teachers, parents and other relevant stakeholders in the education industry in order to achieve the above commendable objectives, the basic science curriculum seems not to be producing the desired outcomes which is quite underwhelming. These underwhelming outcomes could be as a result of poor implementation of the basic science curriculum. However, the actual implementation of the project (basic science curriculum) kicked off with a lot of schools having no qualified basic science teachers, no laboratory, inadequate instructional materials, scanty classrooms etc. Although many workshops and conferences have been held, yet curriculum outcomes remain issues of great concern. That is why Osuala and Ogomaka (2005) observed that despite the workshops and annual conferences, there is continually persistent poor student’s performance in basic science due to
poor teaching methods used by teachers which are geared towards implementation of the new curriculum.
The beauty of any well-designed curriculum is in its full implementation. Curriculum implementation is referred to as day-to-day activities, which school management and classroom teachers undertake in the pursuit of the objective of any given curriculum. In this study, it means processes involved in translating educational plan into action to bring about change in the learner as they acquire the planned experiences, skills, and knowledge that are aimed at enabling the learner function effectively in the society. In this regard, implementation is seen as both the means and the means to an end. Objectives of any level of education cannot be achieved if the planned programme for such level of education is not well implemented. Observing this, Onyeachu (2008) asserted that: no matter how well a curriculum of any subject is planned, designed and documented, implementation is important. This is because the problem of most programmes arises at the implementation stage. Recognizing this, Babalola (2004) and Mkpa (2005) remarked that, it is at the implementation stage that many excellent curriculum plans and other educational policies are marred without any trace.
Different scholars have defined the term curriculum implementation in different ways. Garba (2004: 136) viewed curriculum implementation as: “putting the curriculum into work for the achievement of the goals for which the curriculum is designed.” Okebukola (2004) described curriculum implementation as “the translation of the objectives of the curriculum from paper to practice.” Ivowi (2004) defined curriculum implementation in a nutshell as “the translation of theory into practice, or proposal into action” Onyeachu (2008) viewed curriculum implementation as the process of putting all that have been planned as a curriculum document into practice in the classroom through the combined effort of the teachers, learners, school
administrators, parents as well as interaction with physical facilities, instructional materials, psychological and social environment. All these definitions show that curriculum implementation is the interaction between the teachers, learners and other stakeholders in education geared towards achieving the objectives of education.
The teachers and learners must interact in school environment using teaching methods and approaches for the achievement of instructional objectives. Successful implementation of curriculum requires understanding the power relationships, the traditions, the roles and responsibilities of individuals in the school system. Implementers (whether they be teachers principals, district education officers) must be well-versed with the contents of the curriculum; they must be clear of the purpose, the nature, and the real and potential benefits of the innovation.
Implementing a curriculum requires the involvement of many different people. Each is a “key player” in the change process. Without the coordinated involvement of these individuals, the implementation of the curriculum programme will encounter many problems. The teachers are the most important persons in the curriculum implementation process. With their knowledge, experience and competencies, teachers are central to any curriculum improvement effort.
Teachers are most knowledgeable about the practice of teaching and are responsible for introducing the curriculum in the classroom. According to Ben-Preetz (1990), the classroom teacher ensures the implementation of a curriculum by first studying the objectives of the curriculum, the themes and contents in the curriculum and brings the correct teaching method(s) that will be used in the classroom. The teacher also sets mechanisms in place for the evaluation of the efficacy of the curriculum content. To be able to function properly, the teacher must be a
professional by training. In other words, the teacher must have the basic educational foundation necessary for teaching. Such foundations include the knowledge of the teaching methods in the subject and teaching styles among others.
The teacher ought to have the needed professional interest, and motivation to excel. Hence, professional development of the teachers is an important factor contributing to the success of curriculum implementation. The teacher’s expertise is necessary because they are the ones that manipulate the instructional resources and methods to realize the objectives of the subject they teach. Teachers of basic science, like their counterparts in other subjects, must possess the above qualities to effectively implement the curriculum content of basic science. If they possess the qualities, subject curriculum content will be effectively implemented but if not, the implementation of the curriculum will suffer some setbacks.
Besides the teachers, the achievement of the goals of basics science via the implementation of the curriculum content depends again on the use of adequate teaching methods by the subject teachers. There are so many methods of teaching basic science. According to Adekunle (2011), the methods of teaching basic science include simulation method, laboratory method, inquiry method, project method, demonstrations, question and answer method, field-trips, discussion method, lecture method, problem-solving method, dramatization method, home assignment and construction method. However, the achievement of the objectives of basic science does not only lie on the richness of the curriculum content, competence of the teachers and the availability of adequate teaching method(s) but also on the availability of resources for teaching the subject. This is coupled with teachers’ mastery of the usage of these resources.
The chain-like interaction of the curriculum content, teachers, teaching methods and resources materials for teaching basic science in the curriculum implementation process is not complete without evaluation. In other words, curriculum implementation is not complete without evaluation. In this view, Onyemekeya (2001) opines that evaluation is an integral part of the curriculum. It involves the measurement and assessment of the entire curriculum to determine the extent to which learners have achieved the intended learning outcomes. In every learning environment, the learners, interest is supreme because all efforts are to make them learn. The teacher, after the teaching activity, evaluates his/her work to determine whether he/she has affected the desired changes in the learners or not.
Moreover, several factors could affect the implementation of Basic Science Curriculum such as teacher’s competencies, instructional materials, school infrastructural/facilities and finance, MDGs project (2011). In the teaching and learning of Basic science, teachers are meant to use different strategies that will enhance the implementation process of the new curriculum account for the poor implementation of the curriculum. These strategies include practical exercises, written tests, oral tests (questions), experiments, fieldtrips, participation in class, assignments, presentation of real objects and use of instructional materials and models for teaching which are assumed to arouse and strengthen student’s interest and desire to learn. However, after due implementation, evaluation showcases the exact picture of the outcome of the curriculum implementation process.
It then implies that the functionality of any curriculum lies in its implementation. Implementation is the process of putting a decision or a plan into effect; it is the execution of a plan, idea, model, design etc. It is the process of moving an idea from concept to reality (Onyemekeya, 2001). Implementation is the carrying out, execution or practice of a plan, a
method, or any design for doing something and as such, it is the action that must follow any preliminary thinking in order for something to actually happen (Adekunle, 2011). Curriculum implementation as viewed by Garba (2005) is “putting the curriculum into work for the achievement of the goals for which the curriculum is designed. Secondly, curriculum implementation as the process of putting all that have been planned as a curriculum document into practice in the classroom through the combined efforts of teachers, learners, school administrators, parents as well as interaction with physical facilities, instructional materials, psychological and social environment. All these suggest that curriculum implementation is the interaction between the teachers, learners and stake holders in education which is geared towards achieving the objectives of education. The objectives of any level of education cannot be achieved if the planned curriculum for such level of education is not well implemented. In recognizing this, Mkpa (2005) remarked that it is at the implementation stage that many excellent curriculum plans and other educational policies are marred without any trace. Thus, it becomes imperative to determine the effectiveness of the implementation stage of the curriculum through regular appraisal or evaluation.
Evaluation is the process of making value judgment or taking decisions about events, objects or their characteristic. In other words, it will be improper to conclude whether the system of education is qualitative or not without the evaluation of such a programme. Thus, education evaluation connotes a systematic appraisal of the quality of teaching and learning. Evaluation is also viewed as an assessment of the worth or merit of some educational objects or an assessment of the achievement of objectives and proving the success or failure of a programme (Tay and Hong, 2006). According to Adekunle (2011) these are the conventional views of evaluation. However, as the field of evaluation continued to develop, many researchers pointed out that the
evaluation process should be focused on gathering and reporting information that could help guide decision making in an educational programme and curriculum development. Nonetheless, while the models of evaluation differ in many of their details, the decision to choose an evaluation model in evaluating depends on a few important factors such as the evaluation questions, the issues that must be addressed, and the available resources (Garba, 2004). Nonetheless, evaluation aims to gather information to expound on the internal dynamics of how a programme operates. According to the above author,evaluation examines the experiences and activities involved in the learning situation. That is, making judgments about the process by which students acquired learning or examining the learning experience before it has been concluded.
Evaluation focuses on how something happens. Thus, evaluation includes the appraisal of instruction, the teachers’ teaching and the students’ learning. Teacher evaluation includes conducting evaluation on teachers’ instructional methods, student teacher interaction, classroom interaction, teachers’ characteristics, teachers’ performance in the classroom and other dynamics of the teaching learning situation. This type of evaluation is carried out with the intention to help teachers enhance their performance in the teaching and learning process. Hence, it plays a formative role by helping to identify areas where teaching can be improved or a summative role in judging the effectiveness or otherwise of teaching and curriculum implementation as a whole.
It suffices to state that the objectives of Basic Science Curriculum can be achieved substantially, if the programme is carefully and appropriately implemented and evaluated by using the strategies stipulated in the national curriculum for junior secondary schools. Basic Science Curriculum makes provision for instructional materials. These are media that are used to facilitate the achievement of the goals of education. Relevant instructional materials have to be
provided for students which will help in the understanding of the concepts. Therefore, it is necessary that the implementation of curriculum be evaluated to determine the extent to which instructional materials are available and used by male and female junior secondary school basic science teachers in Enugu. The basic qualification for teachers of the junior secondary school as prescribed in the National policy on Education by the Federal Republic of Nigeria (2006) is a minimum of National certificate in Education (NCE) therefore; there is need for Basic Science specialist teachers in schools in Enugu to have at least this minimum qualification.
A number of different evaluation models have been suggested for the evaluation of educational programmes and processes, such as Provus’s discrepancy model, secondary school evaluation model, Stufflebean’s context, input, process and product model (CIPP), each of them generally emphasizes a particular aspect or aspects of the item or event to be evaluated but of all these models of evaluation, stufflebean’s context, input, process and product evaluation model is deemed appropriate for use in this study. This is because of its comprehensive coverage as well as its appropriateness and relevance as a tool for effective evaluation of the school curriculum. Also the model would help to find out the deficiencies and discrepancies that exist during the implementation process of the Basic Science Curriculum. Moreover, whether the curriculum is actually being implemented in terms of its context, input, process and product (CIPP) and how it is being implemented at the junior secondary schools to provide feedback to relevant stakeholders.
For the successful implementation of basic science curriculum and programmes in Nigeria schools, it will undoubtedly begin with the question of teachers possessing the basic literacy skills and qualifications that can empower them to demonstrate any kind of competence in actual instruction. We cannot think of curriculum implementation without determining
whether the teachers are acquainted with the operational skills of the components. In like manner, competence will be needed for successful teaching and learning process. Basic science teachers therefore, require the needed knowledge and skills for implementation of the curriculum. It is believed, that the level of competences among teachers in Nigerian schools, is determined by a number of other factors. Such factors include qualification, age and gender (Michael, 2013) while discussing attributes that affect students’ performance noted that teacher qualification is a factor of students’ level of achievement in school subject. Longe, and Adedeji (2003) observed that students taught by qualified teachers perform better in examination than students taught by less-qualified teachers. Federal Republic of Nigeria (2004) stated that Nigeria Certificate in Education (NCE) is the minimum qualification for entry into the teaching profession. Consequently, any teacher with NCE is qualified to teach and so teachers with a minimum qualification of NCE are considered qualified for the purpose of this study. Okoli, and Ugbaja (2011) revealed that 80% of Basic Science teachers possessed Teachers Grade II Certificate (TC2)/NCE qualifications and 20% were Bachelor of Science Certificate (BSC) holders. Nwagbo (2008) asserted that the quality of any educational program in any country is a function of those who teach it and that a good curriculum as well as, well-stocked laboratory would still not give the desired result in the hands of incompetent/unqualified teachers. These conditions also constitute very serious problems to effective curriculum implementation in schools.Based on this, the researcher wants to find out the teachers’ qualification in the implementation of basic science curriculum.
In addition, gender is a set of characteristics distinguishing between male and female, it refers to the socially constructed roles, behaviour, activities and attributes that a particular society considers appropriate for men and women. Traditionally, gender stereotype has over the
years continued to limit female’s capabilities and constrain their ability to participate in all aspects of human endeavour. Gender issues themselves affect all aspects of the society to the extent that access of woman to certain profession/competencies in higher institution is constrained by these same sex-role stereotypes. It has been argued that this long-standing gender bias also reflects in performance levels. Gender was identified as a critical factor that affects teacher’s attitudes towards teaching (Ogunleye and Babajide (2011). The researchers found out that females have lower scores on teaching competency than males. Michael (2013) also found that female teachers had less experience working with instructional materials than their male colleagues. Contrary to this, Nworgu, (2004) found out that women fill more comfortable teaching non science subjects like basic science with instructional materials than the male teachers. This shows that the influence of gender on teachers effectiveness in inconclusive. Hence, the need to find out how teacher’s gender could influence the implementation of the basic science curriculum. Another factor that could ensure proper curriculum implementation is the instructional materials.
Therefore, against the forgoing, this research aims to evaluate the implementation of the current Basic Science Curriculum in use in Enugu State of Nigeria. This will be done using Stufflebeam’s (2000) CIPP model considering such curriculum variables like the adequacy and appropriateness of the curriculum content, the qualification of the basic science teachers, the use of appropriate teaching methods, and teaching resources by the subject teachers. The study will be done with a view to improving students’ achievement index in basic science which corresponds to the achievement of the curriculum content of basic science. An analysis of the curriculum variables in the study area will be objectively done in the study.
Statement of the Problem
The Basic Science Curriculum which was implemented few years ago does not seem to be producing the assumed result. The outcomes of the curriculum as perceived by many people have not impacted much owing to persistent rate of poor academic achievement of pupils and students in science related subjects especially in basic science. In recent times, the issue has become a great concern to the government, NERDC, curriculum specialist, teachers, parents and other relevant stakeholders in the education industry due to the underwhelming outcomes of the new curriculum. Suffice to state that, efforts made by the government, science educators and other relevant stakeholders towards improving this unfortunate trend have not yielded much result. These underwhelming outcomes according to many researchers could be as a result of poor implementation of the basic science curriculum. However, many believe that the actual implementation of the basic science curriculum kicked off with a lot of schools having no qualified basic science teachers, no laboratory, inadequate instructional materials, and scanty classrooms. Aside these, there are considerations by many studies that students perceive the subject as an abstract field and mentally tasking which can influence their achievement in the subject. Moreover, recently researches have revealed that teacher’s competencies, instructional materials, school infrastructural facilities and finance have influence the outcomes of the implementation process. Hence, science educators and researchers have anchored most of their researches on factors responsible for this persisting and disappointing trend. Although many workshops and conferences have been held, the curriculum outcomes remain a great concern. Moreover, most researchers are of the opinion that evaluation should be a continuous exercise in order to determine the workability of any programme. In other words, to ascertain if the goals of
any educational programme is being achieved, there is need for empirical studies to find out if the implementation process was successful in achieving the expectation of the curriculum.
Hence, to the best of the researcher’s knowledge, no known study have been carried out on the subject matter of this study, and it is the basis of the forgoing background that this present study is necessitated. Therefore, this current research work is informed to provide empirical evidence by evaluating the implementation of the Basic Science curriculum.
Purpose of the Study
The main purpose of this study is to evaluate the implementation of Basic Science Curriculum in junior secondary schools in Enugu Zone.
The study specifically intends to:
1. Determine the extent teachers align their teaching strategies to achieve the instructional objectives of Basic Science curriculum
2. Ascertain the availability of facilities for teaching Basic Science.
3. Ascertain the functionality of facilities for teaching Basic Science.
4. Assess the qualification of teachers teaching Basic Science in junior secondary schools in the zone.
5. Determine the extent of utilization of the facilities/instructional materials in implementing
Basic Science curriculum.
6. Identify the methods used in teaching Basic Science in junior secondary schools.
7. Find out strategies for evaluating students in teaching Basic Science in junior secondary schools.
8. Determine the achievement of male and female students in basic science.
9. Examine the problems affecting the implementation of Basic Science curriculum.
Significance of the Study
The study has both theoretical and practical significance. Theoretically, Stufflebean’s (2000) context, input, process and product (CIPP) model of evaluation which anchors in evaluating the various aspects of an educational programme, by assessing and determining the adequacy of the various aspects of it will be supported by the findings of this study. This is because, the findings will indicate the extent CIPP model of evaluation is comprehensive enough in evaluating the implementation of the Basic Science curriculum in terms of objectives, materials, methods, class activities and evaluation. Secondly, the social Meliorists, curriculum theory holds that education is a tool to reform society and create a positive change that will be confirmed by this study. Thirdly, John Dewey’s curriculum theory which proposes that curriculum should ultimately produce students who would be able to deal effectively with the modern world will be supported by the findings of this study.
From the practical perspective, the outcome of the study will be of immense benefit to the following categories of people namely: the government, ministry of education, planners and developers of the curriculum, Universal Basic Education Commission (UBEC), curriculum implementers (teachers) and the students.
The government and ministry of education would utilize the findings of this study by becoming aware of what actually happens in the classroom in the name of Basic Science teaching in the State. It would equally enable them assess and judge their preparedness in the implementation and support for Basic Science Programme in the State. The findings would guide their future decisions, plans and preparations especially as they concern educational programmes.
The planners and developers of the Basic Science curriculum would from the findings of this study determine the extent to which the plan or program developed is actually been executed in the State. Based on the information, they would be able to make necessary provisions, amendments and or modifications, not only in the Basic Science curriculum but also in future science and non-science curricula.
The result of this study when made available to Universal Basic Education Commission UBEC can generate interest and need for UBEC to organize more workshops and seminars for Basic Science teachers in particular and other science teachers in general.
The findings of this study would also provide the teachers who are the implementers of Basic Science curriculum with self-evaluating criteria to enable them assess themselves with respect to Basic Science teaching. They would be able to compare what they actually do and what is expected of them. Supervisors as well as principals of schools would, from the findings of this study know what to look out for in Basic Science teaching.
The students would from the findings of this study develop interest in learning science thereby acquiring appropriate scientific knowledge and skills that will enable them to apply such understanding to every day events.
The findings of this study would also serve as a reference material for prospective researchers. Specifically, the procedures and techniques adopted in this study would guide future researchers on how to carry out a study of this nature on educational programmes and curriculum implementation.
Scope of the Study
The geographical scope of this study is Enugu educational zone of Enugu State in
Nigeria. With regards to content, the study was restricted to educational qualification of the
teachers, extent of achievement of basic science objectives, availability, utilization of Basic Science facilities, teaching methods and modes of evaluation techniques employed by the teachers. The subjects for this study were made up of the basic science teachers and junior secondary school three (JSS 3) students, only their opinions about some of the issues under investigation were compared in the study.
Research Questions
In order to guide the study, the following research questions were formulated:
1. To what extent do teachers align their teaching strategies to achieve the instructional objectives of Basic Science curriculum?
2. Are there available facilities for teaching Basic Science in junior secondary schools?
3. Are the facilities for teaching Basic Science in junior secondary schools functional?
4. What are the educational qualifications of teachers implementing the Basic Science curriculum at junior secondary schools level?
5. To what extent do Basic Science teachers utilize the facilities and instructional materials in teaching Basic Science at junior secondary schools?
6. What methods do teachers adopt in teaching Basic Science in junior secondary schools?
7. What are the evaluation techniques adopted by Basic Science teachers in evaluating learning outcomes in junior secondary schools?
8. What are the mean achievement score of male and female students in Basic Science?
9. What are the problems affecting the implementation of Basic Science curriculum?
Hypotheses This null hypothesis was formulated and tested at the 0.05 level of significance in this study: H01: There is no significant difference in the mean achievement score of male and female students in Basic Science?
This material content is developed to serve as a GUIDE for students to conduct academic research
EVALUATION OF THE IMPLEMENTATION OF BASIC SCIENCE CURRICULUM FOR JUNIOR SECONDARY SCHOOLS IN ENUGU STATE>
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