Evaluation of the Implementation of Basic Science Curriculum for Junior Secondary Schools in Enugu State

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.