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Please use this identifier to cite or link to this item: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/570

Title: EVALUATION OF THE BASIC SCIENCE COMPONENT IN THE IMPLEMENTATION OF THE BASIC SCIENCE AND TECHNOLOGY CURRICULUM IN BENUE STATE, NIGERIA
Authors: IKPE, CHRISTIAN OLA
Keywords: EVALUATION, BASIC SCIENCE COMPONENT, IMPLEMENTATION, BASIC SCIENCE AND TECHNOLOGY, CURRICULUM, BENUE STATE, NIGERIA
Issue Date: Nov-2019
Abstract: This study was aimed at the evaluation of the implementation status of basic science and technology curriculum in Benue State. Ten research questions guided the study and 7 hypotheses were tested at 0.05 level of significance. Eighteen secondary schools were randomly selected from a population of 1,133 Junior Secondary Schools in Benue State using multi-stage sampling technique. The 18 schools were stratified into rural and urban schools covering the three education zones in Benue state. All Junior Secondary School (JSS) III students and their basic science teachers in the selected schools formed the total sample of 732 students and 18 teachers. Four major instruments, validated by experts and trial tested for reliability were used for data collection. The instruments are: A structured questionnaire titled Basic Science Curriculum Implementation Questionnaire (BSCIQ) with the reliability coefficient of 0.84 and Basic Science Teaching Observation Schedule (BSTOS) with the reliability coefficient of 0.6 were used to collect data from the teachers while Basic Science Achievement Test (BSAT) with the reliability coefficient of 0.73 and Students’ Attitude to Science Questionnaire (SATSQ) with the reliability coefficient of 0.93 were also used to gather data from the students. The research questions were answered using percentages, means and standard deviations while the hypotheses were tested at 0.05 alpha level using ANOVA and t-test. The findings revealed that there was no significant mean difference in the view of basic science teachers with different qualifications (p=0.99>0.05); there was a significant mean difference in the implementation status of basic science curriculum as viewed by teachers with different years of experience (p=0.00<0.05). Most teachers of basic science were not professionally qualified. Majority of the teachers (72.2%) are using lecture method. There were inadequate instructional materials. There was a significant difference between the attitude of male and female students towards basic science (p=0.00<0.05). There was a significant mean difference in the achievement of male and female students in basic science (p=0.29>0.05). There is no significant mean difference in the view of male and female teachers of basic science teachers (p=0.29>0.05). There is no significant mean difference in the implementation status of basic science curriculum as viewed by basic science teachers in rural and urban school locations of Benue state (p=0.78>0.05). It was recommended among others that government should encourage every educational institution of higher learning to mount basic science education programme; on-the-job training should be organized for basic science teachers to update their knowledge, learn improvisation and effective use of instructional materials. Also, teachers are encouraged to adopt the recommended teaching methods which are activity-based for effective implementation of basic science curriculum in Benue state.
URI: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/570
Appears in Collections:Curriculum and Teaching

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