Implementation of secondary school Chemistry curriculum in Nsukka education zone of Enugu state, Nigeria

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Published Sep 1, 2024
https://doi.org/10.47434/JEREDA.5.3.2024.248
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Vol. 5 No. 3 (2024): VOLUME 5 ISSUE 3 - SEPTEMBER - DECEMBER, 2024

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Bernadine Ngozi Nweze
Department of Science Education, Enugu State University of Science and Technology, Nigeria
Emmanuel Chinonso Obodo
Department of Science Education, Enugu State University of Science and Technology, Nigeria
Chidubem Okechukwu Omeje
Department of Science Education, Enugu State University of Science and Technology, Nigeria

Abstract

Introduction: The study investigated the level of implementation of chemistry curriculum by teachers and the available material resources necessary for the implementation of the curriculum in Nsukka Education zone of Enugu State, Nigeria.


Methodology: The study adopted a descriptive survey design. Two research questions guided the study. The population for the study consisted of 69 chemistry teachers in public senior secondary schools within Nsukka Education Zone. All the 69 chemistry teachers in the 61 public senior secondary schools in Nsukka Education Zone were used because the population size was manageable. A 10-item structured questionnaire designed by the researchers was used for data collection. The instrument was face-validated by two experts from Science Education Department and one expert in Measurement and Evaluation from Mathematics and Computer Education all from Enugu state University of science and Technology. The data collected was analyzed using frequency counts and mean.


Results: Results indicated that Chemistry curriculum implemented in senior secondary schools in Nsukka Education Zone of Enugu State fell short of the recommended standard as documented in National Chemistry curriculum issued by the Federal Government of Nigeria. In order words, Senior Secondary School Chemistry Curriculum in Nsukka Education Zone was at low extent implemented. As an outcome of the investigation, it was found that: human instructional resources for effective Chemistry teaching in secondary schools in Nsukka Education Zone were at low extent available.


Conclusion and Recommendations: Government should ensure the availability of both human and non-human instructional resources for effective teaching and learning of Chemistry in Nsukka Education Zone of Enugu State. 

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How to Cite
Nweze, B. N., Obodo, E. C., & Omeje, C. O. (2024). Implementation of secondary school Chemistry curriculum in Nsukka education zone of Enugu state, Nigeria. Journal of Educational Research in Developing Areas, 5(3), 248-259. https://doi.org/10.47434/JEREDA.5.3.2024.248
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