Dr. Michael Terfa Angura, Veronica Enemarie and Dr. Joseph Olaiya Fatoki
Department of Science and Mathematics Education, Benue State University Makurdi, Nigeria
Abstract
The study assessed the extent to which specified teaching and assessment methods are used by upper Basic Science and Technology teachers in North Central Nigeria. A cross-sectional survey design was used. The population comprised 10,688 teachers with a sample of 288 randomly selected from 72 secondary schools. BSTCOS was used for data collection. The two research questions were answered using mean and standard deviation, and the hypotheses were tested at 0.05 level of significance using independent t-test. Findings revealed that teachers in government and private secondary schools use specified teaching and assessment methods to less extent. This implies that teachers do not vary their teaching and assessment methods to include creative and problem solving methods. It was recommended based on the findings that the government and other relevant agencies should ensure teachers in both government and private secondary schools use specified teaching and assessment methods to a great extent for effective implementation of the curriculum for the attainment of Sustainable Development Goals (SDGs).
Keywords: Basic Science and Technology, Curriculum Implementation, Teaching and Assessment Methods, Science Education, Basic Education
How to Cite this Article:
Angura, M. T., Enemarie, V. & Fatoki, J. O. (2022). Teaching and Assessment Methods for Effective Implementation of the 3-Year Upper Basic Science and Technology Curriculum in Nigeria. VillageMath Educational Review (VER), 3(1), 228-239. https://doi.org/10.5281/zenodo.6382393
