Utilization of teaching and evaluation methods for effective implementation of upper basic education basic science curriculum in Enugu state, Nigeria
##plugins.themes.academic_pro.article.sidebar##
Downloads
##plugins.themes.academic_pro.article.main##
Abstract
Introduction: The main purpose of this study was to evaluate the different teaching and evaluation methods teachers utilize to implements Basic Science curriculum in Upper Basic Education in Enugu State, Nigeria.
Methodology:The design of the study is a descriptive survey design.The study was guided by two research questions and two null hypotheses. The population for the study consisted of all the teachers in the Upper Basic Education in Enugu State. Using purposive sampling techniques, a total of 212 teachers comprising of four (4) teachers each were selected from 53 schools in Udi educational zone. Basic Science Curriculum Implementation Questionnaire (BSCIQ) was used for data collection. The instrument was face-validated by three experts from Science Education Department all from Alex Ekwueme Federal University Ndufu Alike Ikwo (AE-FUNAI). The research questions were answered using mean rating scores while the hypotheses were tested using one way analysis of variance (ANOVA) at 0.05 level of significance.
Results: Results from the study showed that level of qualification can make a difference in the teachers who teach Basic Science and most importantly on the implementation of Basic Science curriculum in Upper Basic Education. The result of the hypotheses revealed that the methods adopted by teachers for teaching Basic Science differ significantly.
Conclusion and Recommendations: The findings of the study revealed the qualifications of Basic Science teachers as well as the various methods used to implement the Basic Science curriculum in the classroom learning environment. The study recommended that the ministry of education should organize workshops and seminars to re-train teachers on the proper implementation of Basic Science curriculum in Upper Basic Education.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Adeyalemi, D.A. (2008).The Nigerian new school curriculum: Issues and insights. Jos; Ehindero (Nig) Ltd.
- Adeniyi, J. J. (2007). School curriculum: Theories and practices. Adespress.
- Agugoesi, I., & Mbonu-Adigwe, Ofot, (2022) Evaluation of teachers’ implementation of curriculum content areas in junior secondary schools’ science subject. International Journal of Curriculum and Instruction 14(2), 1189–1203.
- Blenkin, S. A. (2000). 9 – year basic education curriculum. Nigerian Educational Research and Development Council (NERDC).
- Chukwuneke, B. U., & Chikwenze, A. R. (2012). The extent of implementation of universal basic Education (UBE) programme in Nigeria: focus on Basic science curriculum. Journal of Research and Development, 4(1),116-126.
- Ebiringa, A. I. (2012). Assessment of instructional competencies of teachers of accounting for implementation of senior secondary school curriculum. Unpublished M.Ed. Thesis, University of Nigeria, Nsukka.
- Ekpo, K., & Osam, E. (2009). Curriculum implementation in the senior secondary education. Curriculum Organization of Nigeria.
- Federal Ministry of Education (2013). National policy on education, (4th edition). NERDC Press.
- Ibe, E., & Nwosu, A. A. (2012).Assessment of teachers level of implementation of basic science curriculum: implications for professional development. https://www.researchgate.net/publication/304571348.
- Igbowbuke, J. (2007). 9 – year basic science and technology curriculum. Curriculum Development Centre, NERDC.
- Igbokwe, C. O. (2015). Recent curriculum reform at the Basic education level in Nigeria aimed at catching them young to create change.pubs.sciepub.com.
- Ishaya P. (2014). Assessment of the implementation of integrated science curriculum in junior secondary schools in Kaduna State. M.Ed thesis submitted to the postgraduate school, Ahmadu Bello University, Zaria – Nigeria.
- Jeff, A., & Smith, N. S. (2013). Theory and practice of curriculum development (for Nigerian students), Abraka. University Press.
- Kelly, E. D. (2011). Integrative funding and effective implementation of universal basic education programme in central senatorial district of Delta State. Nigeria Journal of Economics and International Finance, 3(3), 157-167.
- NERDC (2000).9 – year basic education curriculum.NigerianEducational Research and Development Council (NERDC).
- Nworgu, B.G. (2015). Educational research: Basic issues and methodology. (Second and Enlarge edition). University Trust Publishers.
- Obashoro, J. O. 2002. Programme Evaluation in Nigeria: Challenges and prospects.evaluation.Org./Conference/…/Oluwayemisi Obashoro.
- Obodo, A. C, Ani M.I &.Ozoba O. R. (2019). Evaluation of the Implementation of Junior Secondary School Basic Science Curriculum in Udi Education zone of Enugu State. Nigerian Journal of Health and kinesiology, 10(4), 8 -64.
- Odetoyinbo, B. B. (2004). Teacher and student factors as correlates of academic achievement in Integrated Science. Journal of the Science Teachers Association of Nigeria, 39(1&2), 17-20.
- Offorma, G.C. (2006). Curriculum implementation instruction. Uniworld Educational Publishers (Nig) Ltd.
- Ogundele, M. O., Okunlola O. R., Damilola J. C. & Godfrey S. (2020). Implementation of Basic Science Curriculum in Nigeria private secondary schools: Problems and prospects. Integrity Journal of Education and Training, 4(1), 1-7.
- Ogungbesan, O. T. (2012).Evaluation of the implementation of the basic science curriculum component of the universal basic education programme in South-West, Nigeria. Unpublished thesis university of Ibadan.