-
The Impact Of Curriculum Development On Teaching And Learning Of Basic Science In Junior Secondary School In Nsukka
CHAPTER ONE -- [Total Page(s) 3]
Page 2 of 3
-
-
-
objectives of new Basic Science curriculum are spelt out to enable the
learner:
• Develop interest in science and technology,
• Acquire basic skills in science and technology ,
•
Apply their basic knowledge and skills in science to meet societal
needs. • Take advantage of the numerous career opportunities offered by
the study of science and technology and
• Become prepared for further
studies in science and technology. From these, it is perceived that
Basic Science Objectives are broad, specific and sequential such that
interest in science and technology precedes the basic knowledge and
skills of science and technology. Nonetheless, the Basic Science
curriculum contents are systematically organized and arranged in a
sequential order at the various levels of the Nigeria education system.
The curriculum reflects depth, appropriateness and inter relatedness of
the contents. In the light of the forgoing, it is important to note that
in spite of persistent efforts made by the government, NERDC,
curriculum specialist, teachers, parents and other relevant stakeholders
in the education industry in order to achieve the above commendable
objectives, the basic science curriculum seems not to be producing the
desired outcomes which is quite underwhelming. These underwhelming
outcomes could be as a result of poor implementation of the basic
science curriculum. However, the actual implementation of the project
(basic science curriculum) kicked off with a lot of schools having no
qualified basic science teachers, no laboratory, inadequate
instructional materials, scanty classrooms etc. Although many workshops
and conferences have been held, yet curriculum outcomes remain issues of
great concern. That is why Osuala and Ogomaka (2005) observed that
despite the workshops and annual conferences, there is continually
persistent poor student’s performance in basic science due to poor
teaching methods used by teachers which are geared towards
implementation of the new curriculum.
Statement of the problem
The
Basic Science Curriculum which was developed few years ago does not
seem to be producing the assumed result(Madu,2012). The outcomes of the
curriculum as perceived by many people have not impacted much owing to
persistent rate of poor academic achievement of pupils and students in
science related subjects especially in basic science. In recent times,
the issue has become a great concern to the government, NERDC,
curriculum specialist, teachers, parents and other relevant stakeholders
in the education industry due to the underwhelming outcomes of the new
curriculum(Madu,2012). Suffice to state that, efforts made by the
government, science educators and other relevant stakeholders towards
improving this unfortunate trend have not yielded much result. These
underwhelming outcomes according to many researchers could be as a
result of poor implementation of the basic science curriculum. However,
many believe that the actual implementation of the basic science
curriculum kicked off with a lot of schools having no qualified basic
science teachers, no laboratory, inadequate instructional materials, and
scanty classrooms(Ugwu,2004). Aside these, there are considerations by
many studies that students perceive the subject as an abstract field and
mentally tasking which can influence their achievement in the subject.
Moreover, recently researches have revealed that teacher’s competencies,
instructional materials, school infrastructural facilities and finance
have influence the outcomes of the implementation process. Hence,
science educators and researchers have anchored most of their researches
on factors responsible for this persisting and disappointing trend.
Although many workshops and conferences have been held, the curriculum
outcomes remain a great concern. Moreover, most researchers are of the
opinion that evaluation should be a continuous exercise in order to
determine the workability of any programme. In other words, to ascertain
if the goals of any educational programme is being achieved, there is
need for empirical studies to find out if the development process was
successful in achieving the expectation of the curriculum(Obioma,2007).
Hence, to the best of the researcher’s knowledge, no known study have
been carried out on the subject matter of this study, and it is the
basis of the forgoing background that this present study is
necessitated. Therefore, this current research work is informed to
provide empirical evidence by evaluating the impact of curriculum
development on teaching and learning of basic science in junior
secondary school in Nsukka
CHAPTER ONE -- [Total Page(s) 3]
Page 2 of 3
-
-
ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine the impact of curriculum development on teaching and learning of basic science in junior secondary school in Nsukka . Specifically, the study examined the extent teachers align their teaching strategies to achieve the instructional objectives of Basic Science curriculum. The study also evaluate the qualification of teachers teaching Basic Science in junior secondary schools in Nsukka. The study further, find out if the development of basic science curriculum ... Continue reading---
