Development of an Instructional Package to Infuse Climate Change Adaptation into Senior Secondary School Biology Curriculum

Abstract

This study developed and validated an instructional package to infuse climate change adaptation into senior secondary biology curriculum. Seven research questions and two research hypotheses formulated to guide the study. The design of the study is research and development (R&D). The study was carried out in Onitsha Education Zone of Anambra State. The sample size for this study is 245 respondents drawn from the population of the study using purposive and simple random sampling techniques. The instruments for data collection in this study were In-Depth Interview ( IDI) Questionnaire on Assessment of Instructional Package on Climate Change Adaptation into Senior Secondary School Biology Curriculum (IPCCA), Climate Change Adaptation Achievement Test (CCAAT) and Students Questionnaire on Awareness on Climate Change Adaptation (SQACCA). The Climate Change Adaptation Achievement Test (CCAAT) was used as pre test and post test. Data collected from the study were analyzed using mean, standard deviation and independent sample t-test. The mean cut off point for the IPCCA was 2.50. The result obtained from the study showed that: The instructional objectives on climate change adaptation to be achieved through the biology curriculum at the senior secondary school level were adequate with mean rating of 3.43. The contents on climate change adaptation to be achieved through the biology curriculum at senior secondary school level are adequate with mean rating of 3.14. The instructional methods for teaching climate change adaptation through the biology curriculum to senior secondary school students were adequate with mean rating of 3.25. The instructional materials to be utilized in teaching climate change adaptation through the biology curriculum at senior secondary school level were adequate with mean rating of 3.64. The evaluation method to be adopted for assessing the achievement of the objectives on climate change adaptation in senior secondary school were also adequate with mean rating of 3.13. Students’ overall gain score for treatment was 7.56 while that of control was 4.31 implying that students taught biology using IPCCA had higher achievement score than their counterparts taught without IPCCA. Students exposed to biology using the instructional package on (IPCCA), had higher awareness about climate change adaption than when they have not been exposed to the lesson. The independent sample t-test results showed evidence of significant difference between students taught biology using IPCAA and those taught without IPCAA in terms of their mean achievement scores and mean awareness score. In line with the findings of the study, the educational implications of the findings were highlighted and recommendations equally proffered which include among others, that policy maker in education sectors should formulate policies that will promote the adoption of the IPCCA in teaching and learning of biology. Finally, the limitations of the study and suggestions for further studies were made.