Dr. Michael Terfa Angura 1, Dr. Joseph Olaiya Fatoki 1, Veronica Enemarie 1, and Dr. B. A. Fakolade 2
1 Department of Science and Mathematics Education, Benue State University Makurdi, Nigeria
2 General Studies Unit, Faculty of Education, Air Force Institute of Technology, Kaduna, Nigeria
Abstract
This study examined the constraints militating against effective implementation of the 3-year Upper Basic Science and Technology curriculum in North Central Nigeria. It employed a cross sectional survey design. The population comprised all 10,688 Basic Science and Technology teachers in North Central Nigeria. The sample consisted of 288 teachers randomly selected from 72 government and private secondary schools in the study area. Basic Science and Technology Teachers Questionnaire (BSTTQ) was used for data collection. The instrument was validated by three experts, two in Science Education and one in Test and Measurement. The reliability coefficient of the instrument was determined using Cronbach alpha and the measure of internal consistence of instrument was obtained as 0.89. The three research questions which guided the study were answered using mean and standard deviation, while the three null hypotheses were tested at 0.05 level of significance using t-test. The findings revealed that teacher related constraints such as number of unqualified teachers, nonpayment of salaries among others, militates against effective implementation of the curriculum in government secondary schools (GSS) to great extent, while the same constraints affect the implementation of the curriculum in private secondary schools (PSS) moderately. In the same way, instructional materials and facilities constraints the effective implementation of the 3-year Upper Basic Science and Technology curriculum in government schools to a great extent compared to private secondary schools that are affected moderately. It was recommended based on the findings that the government through the Ministry of Education (MOE) and State Universal Basic Education Boards (SUBEB) should ensure that the teacher-related constraints that hinder effective implementation of the curriculum are solved especially in government secondary schools by employing more qualified teachers in the four areas of the subject. More instructional materials such as projectors, instructional television, and internet should be provided especially in government secondary schools for effective implementation of the curriculum. Also more facilities such as furniture, workshops and laboratories should be provided to a great extent in both government and private secondary schools, if actually the 3-year Upper Basic Science and Technology curriculum is to be implemented effectively in Nigeria.
Keywords: Basic Science and Technology, Curriculum Implementation, Curriculum Implementation Constraints, Science Education, Basic Education
How to Cite this Article:
Angura, M. T., Fatoki, J. O., Enemarie, V. & Fakolade, B. A. (2022). Constraints Militating against Effective Implementation of the 3-Year Upper Basic Science and Technology Curriculum in Nigeria. VillageMath Educational Review (VER), 3(1), 205-218. https://doi.org/10.5281/zenodo.6372095
