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EVALUATION
OF THE IMPLEMENTATION OF NATIONAL CURRICULUM FOR SECONDARY SCHOOL
ABSTRACT
This study
aimed at evaluating the implementation of national curriculum for secondary
school biology in Anambra State. National curriculum for senior secondary
schools biology is used all over Nigeria for teaching senior secondary school
students. Evaluation research design was adopted in the study. The evaluation
model used was Context, Input, Process Product and Constraints (CIPPC) model,
which is a modified Stufflebeam’s Context, Input, Process and Product (CIPP)
model. The three sets of population for the study were 300 biology teachers and
45,739 biology students in 179 state owned senior secondary schools in Anambra
State. From these two sets of subjects, 244 biology teachers who returned
copies of their questionnaire and 2287 biology students were drawn through
stratified random sampling technique from the 90 senior secondary schools in
the 6 education zones in the state. A structured response questionnaire which
was validated by experts and experienced personnel both in biology teaching and
programmes was used to collect data. The internal consistency of the instrument
was determined using Cronbach Alpha. The reliability estimates for SSBIEQT were
.937, .552, .857, .704, .837, .552 and .950 for clusters 1-7 respectively. The
reliability estimates for SSBIEQS were .950, .907, .955, .950, .857, .837, and
.704 for clusters 1-7 respectively. Six research questions guided the study.
Mean and standard deviation were used to answer the research questions. Among
the major findings of the study were that: The aims and objectives of the
national curriculum for secondary school biology have been achieved only to a
moderate extent; the contents of the biology curriculum for senior secondary
schools can achieve the objectives of the secondary school biology to a
moderate extent; Biology teachers utilize the available instructional materials
for teaching and learning biology only to a less extent; teachers comply with
the appropriate teaching methods recommended for use in the biology curriculum
to a moderate extent; teachers use the recommended evaluation techniques in
assessing their students to a moderate extent; students’ poor background from
basic science; under funding of education; forty minute biology lesson period;
inadequate coverage of biology syllabus; lack of laboratory facilities and
inadequate number of trained biology teachers were the problems militating
against the implementation of the national curriculum to a moderate extent. It
was thus recommended among others that the biology content should be monitored
periodically to assess the extent to which the objectives are being achieved.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Science
provides a body of knowledge for use in addressing various forms of human,
material and environmental problems. It can also be viewed as composed of two
major complementary modes: accumulation of knowledge through exploration and
discovery efforts about the natural world, and the use of such knowledge for
human and material development. Science is studied and practised in all parts
of the world, including Nigeria. Nigeria is a developing nation with an
increasing demand for science based skilled manpower. The achievement of this
can start with the learning and application of science subjects as in biology,
chemistry, integrated science, and physics at secondary school level. Among
these science subjects: biology, chemistry, integrated science and physics
taught in Nigerian secondary schools, only biology was discussed. This is
because; the study was focused on biology curriculum.
Biology is
one of the senior secondary school subjects taught in Nigeria. Biology is an
integral science subject which provides contents in the training of students
who want to study medicine, nursing, pharmacy, forestry, fisheries and so on.
Requirement for a credit pass and above in biology is needed for science-
related vocational discipline. Majority of senior secondary school students
choose biology in the West African Senior School Certificate Examinations
(WASSCE) or National Examination Council’s Senior School Certificate
Examinations
(NECOSSCE). Also, for some senior secondary school students, biology is a
subject of first choice because they find it to be an interesting subject as a
subject that is more related to nature. Biology is one of the subjects in the
national curriculum for senior secondary schools, first published by the
Federal Ministry of Education in 1985.
Biology
curriculum was first introduced in 1977. At that time the duration for
secondary school education was five years. The biology teaching was started in
class four and in class five the students took the West African School
Certificate Examination. In keeping with the dynamics of social change and
demands on education, there was the need to broaden the curriculum. The quest for
improving the method of teaching and learning of secondary school biology began
in 1982 by the Nigerian Education Research Council (NERC, 2005). The Federal
Government in collaboration with Esselte (Swedish non-governmental
organization) initiated the National Secondary Science and Mathematics Project
(NSSMP). They worked hand in hand with the federal government of Nigeria. The
basic aim of that project was to inculcate learning through the use of a wide
variety of instructional materials. The outcome of this was the emergence of
the new biology curriculum in 1985 published by the Federal Ministry of
Education. In this 1985 curriculum, many more topics in biology were introduced
and the number of years to be spent in secondary school increased from five years
to six years. It is the implementation of National curriculum for Secondary
School Biology that the present study is designed to evaluate.
Implementation
in this study is the teaching of biology curriculum content to secondary school
students. Curriculum evaluation in this study is a process of comparing the
degree of achievement of goals, aims and objectives, by students with set
standards after schooling. Biology is the study of living things. It is the
study of life. Biology can also be defined as the study of plants and animals.
The biology
curriculum has a spiral arrangement of content. The content of biology
curriculum are: Concept of living; Basic ecological concepts; Plant and animal
nutrition; Variations and variability; Evolution and Genetics.
Based on
this spiral arrangement, the concepts to be taught are arranged in such a way
that topics are repeated yearly, throughout the three years of the course; to
cover the 62 units in the biology curriculum. Any repeated concept is discussed
in greater complexity and depth as the course matures over the three year
period. The contents of the senior secondary school biology curriculum places
emphasis on field studies, guided discovery, laboratory techniques and skills.
The curriculum for teaching biology in senior secondary schools emphasized the
relationship between living and non-living things; relevance of biology to
agriculture; the structure and physiology of organisms; some basic ecological
concepts; the use of natural resources; lands, plants and animals-their
variations, populations and implications, adaptation; theories of evolution and
application of the principle of heredity in agriculture and medicine.
The
objectives of secondary school biology curriculum have been derived from the
National Policy on Education first introduced in 1977 and revised in
1981, 1998
and 2004 (FRN,2004). The cardinal objectives are to prepare students to
acquire:
1. Adequate
laboratory and field skills in biology;
2.
Meaningful and relevant knowledge in biology
3. Ability
to apply scientific knowledge to every day’s life in matters of personal and
community health and agriculture.
4.
Reasonable and functional scientific attitude.
Biology is
the study of living things. It is the study of life. Biology can also be
defined as the study of plants and animals.
Content of
biology curriculum The content of biology curriculum are:
i. Concept
of living
ii. Basic
ecological concepts
iii. Plant
and animal nutrition
iv.
Variations and variability
v. Evolution
vi. Genetics
The
objectives of the biology curriculum have been adjudged as laudable according
to Agu (2006), Soyibo (2008) and Yabugbe (2009); and there is evidence to show
that even though many students find biology interesting, thereby registering
for it in the senior secondary schools, many of them obtain poor results, year
in and year out in it as shown by Okebukola and Akinbola (2008). When one
examines the senior secondary school biology results, in WASSCE and NECOSSCE in
Nigeria, and particularly in Anambra State, in the
last nine
years (2004-2012), one finds out that the results were generally poor. Students
that scored credit and above are regarded as those that achieved well. Achievement
is seen in this study as the learning outcome of the students in biology.
Majority of the students scored less than credit in both public examinations.
For instance, a report from WAEC chief examiner has it that out of 1,100,589
candidates that enrolled for Biology examination in 2004, only 423,403 (38.47%)
had credit pass and above. Similarly, in 2005, 2006, 2007,
2008, 2009,
2010, 2011 and 2012 only 35.74%, 49.23%, 33.37%, 33.94%, 23.26% 25.62%, 34.10%,
and 36.02% respectively, obtained credit pass and above in Biology. Again,
31.70%, 32.18%, 22.96%, 32.47%, 38.41%, 47.70%, 47.63%, 34.80% and 31.89%
recorded failure in 2004, 2005, 2006, 2007, 2008,
2009, 2010,
2011 and 2012 respectively (WAEC, 2004 – 2012).
The same
trend of poor achievement was reported in NECO/SSCE Biology results for Nigeria
from 2004 to 2012. For instance, out of 845,447 candidates that entered for the
examination in 2004, only 57.56% had credit and above. Similarly in 2005, 2006,
2007, 2008, 2009 2010, 2011 and 2012 only 29.93%, 52.98%, 53.63%, 49.04%,
48.63% and 49.63%, 47.48% and 43.01% obtained credit and above in Biology,
while 25.70%, 28.80%, 21.45%, 20.79%, 9.07%, 25.48%, 23.92%, 28.17% and 30.42%
recorded failure in 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011 and 2012 respectively
(NECO, 2004-2012) (See appendix F).
In Anambra
State particularly, the WAEC result analysis also revealed that only 36.42%,
33.40%, 45.67%, 31.20%, 37.20%, 30.76%, 34.70%, 32.50% and 34.87% of the
candidates had credit pass and above in biology for the year 2004-2012 (Anambra
State Post Primary Schools Services Commission, Awka, 2012). Again, the
NECOSSCE result analysis showed that only 51.23%, 30.42%, 48.25%, 49.43%,
48.93%, 45.65%, 44.86% and 44.56% and 49.54% of candidates scored credit pass
and above in biology in the years 2004-2012 (Anambra State Post Primary Schools
Services Commission, Awka, 2012).
From the
data presented above, it can be seen that from 2004 to 2012, the percentage of
candidates that passed Biology at credit level and above was below 50%. Thus,
the results show candidates’ poor achievement in Biology in the same year
period under review (2004 – 2012). Thus a large number of the students did not
perform well. One wonders whether it is because of lack of infrastructures and
facilities or the methods of teaching. Some science educators like Ali A, have
expressed some doubts as to whether the senior secondary school biology
curriculum is being well implemented in schools. This issue ought to be
empirically investigated rather than speculated upon hence, the need for the
present evaluation of the implementation of national curriculum for secondary
school biology (NCSSB) in Anambra State.
Curriculum
evaluation is an empirical, field-based attempt to find out how the use of a
particular curriculum content only meets the objectives of implementing it in
schools. Olaitan and Ali (2007) see curriculum content in terms of how it
relates to the national and individual objectives. Evaluation according to
Tyler in Olaitan and Ali (2007) is a systematic process of determining the
extent to which instructional objectives are achieved in learning. Curriculum,
according to Olaitan and Ali (2007), is defined as the planned experiences
provided by the school to assist the pupils in attaining the designated
learning outcomes in the different school subjects pupils choose to study in
the school. Another dimension to curriculum is that the learning of content may
not result in achieving an objective if both contents and objectives are not
closely related. The achievement of the objectives is partly determined in
terms of how well the curriculum is implemented.
The
implementation of the curriculum is the aspect that concerns the nature and
scope of classroom teacher and evaluation of learning achieved by students who
were taught. Specifically, the process of curriculum implementation entails
interaction between the curriculum planner, the teacher, the learners and the
learning environment. The teacher is the major implementer of the curriculum
since what the teacher does with it in the classroom determines whether the set
goals would be achieved or not. How well the teacher implements the curriculum
is determined by the teachers’ knowledge, professional training, competence,
initiative, interest and motivation. Though such factors as students’ interest
and readiness and more importantly physical environment (e.g. availability and
adequacy of learning materials and equipment) may be constraining, a
knowledgeable and competent teacher would
always be
able to make the best out of any situation. It is the process of evaluation
that exposes in a comprehensive way, the worth and the true picture of what
happens to the curriculum at its implementation.
Curriculum
can be evaluated in a number of ways using the different evaluation models.
However, in the present study, the Stufflebeam’s Context, Input, Process and
Product (CIPP) model of evaluation was used. The CIPP framework detects the
presence of any defects or weaknesses in the context, input, process and product
as these would be identified and remedial or adjustment measures would be
provided. This model is chosen because it is comprehensive, purposeful and
accepted and used by curriculum evaluators in different parts of the world. For
example, such indicators as curriculum, teaching staff, rate of students’
participation, implementation of programmes, teaching materials and
organization of programmes are all part of Stufflebeam’s model that are
categorized into facilities in-put, process and products. (Okpoko, 2004).
Context
evaluation helps in the diagnosis of the programme and problems in relation to
the determination of programme objective. The achievement of the objectives
results into programmes improvement. Input evaluation provides information for
determining how to utilize resources to achieve project designs (Stufflebeam,
1971). Process evaluation is needed to provide periodic feedback to persons
responsible for implementing plans and procedures. It also provides information
for interpreting project outcomes. Product evaluation has the
purpose of
measuring and interpreting the qualification of graduates at the end of a
project cycle. It is expected to provide a measure to see more of the number of
candidates passing biology at credit level and going into science oriented
courses after their secondary school programme.
Anambra
State operates the same West African Examination Councils’ (WAEC) curriculum
like any other state of the federation. This is also the same with biology in
the six education zones of the state namely: Aguata, Awka, Nnewi, Ogidi,
Onitsha and Otuocha. In all these education zones, the contents and system of
instruction, are supposed to be uniform. The implementation of the curriculum
from where the syllabi are drawn is expected to be the same in both urban and
rural schools. A number of empirical studies have revealed that the absence of
social amenities e.g. electricity and pipe-borne water in rural areas are among
the major reasons why teachers reject their posting to schools located in rural
areas (Ameke, 2006). As a result, such schools lack qualified science teachers
and biology teachers to properly implement the curriculum.
It is
worrisome to note that the biology curriculum being implemented since 1985
still produce students who achieve poorly in biology. Also no empirical study
to the best of the researcher’s knowledge has been carried out on biology
curriculum evaluation, to find out the extent to which the stated objectives of
biology curriculum are being achieved.
Statement of
the Problem
One of the
major goals of science education in Nigeria is to produce scientists for
national development (FRN, 2004). In spite of Nigerian government’s desire to
promote science education programme in the country, the quality of science
students produced by the secondary schools seem to be deteriorating. In the
particular case of biology, one is led to observe that despite the importance
of biology as a science subject, evidence have shown that students are not
doing well in this subject at both West African Secondary School Certificate
Examination (WASSCE) and National Examination Councils’ Secondary School
Certificate Examination (NECOSSCE). Consequently, there is need to empirically
evaluate the implementation of the national curriculum for secondary school
biology.
Therefore,
the problem of this study put in a question form is: To what extent has the
implementation of the biology curriculum succeeded in achieving the set
objectives of biology education, with regards to achieving aims and objectives;
content coverage; teachers’ utilization of the available input factors; level
of compliance of teachers with the recommended teaching methods; evaluation
techniques used by biology teachers in assessing their students as well as the
problems militating against the implementation of national curriculum for
secondary school biology in Anambra State?
Purpose of
the Study
The main
purpose of the study was to evaluate the implementation of the National
Curriculum for Secondary School Biology (NCSSB) in Anambra State. The
evaluation was on the five major areas, namely: Context, Input, Process,
Product and Constraints (CIPPC) model which is a modified Stufflebeam’s (1971)
Context, Input, Process and Product (CIPP) model of the curriculum
implementation.
Specifically,
the study was intended to:
1) Find out
the extent to which the aims and objectives of the national curriculum for
secondary school biology contents have been achieved.
2) Find out
the extent to which the contents of the biology curriculum for secondary
schools cover the aims and objectives of the curriculum.
3) Determine
the rate at which biology teachers utilize the available input factors such as
teaching equipment and materials; (chemicals, specimens) and other teaching
support facilities.
4) Identify
the level of compliance of teachers with the recommended teaching methods as
indicated in the biology curriculum
5) Identify
the evaluation techniques used by biology teachers in assessing their students.
6) Find out
the problems militating against the implementation of national curriculum for
secondary school biology in Anambra State.
Significance
of the Study
This study
is considered significant because of the usefulness of the findings to be made
with regards to the theoretical contributions to already existing literature on
evaluation of secondary school biology curriculum in
Nigeria. The
finding of the study may be of relevance to Context, Input, Process, Product
and Constraints (CIPPC) model which is a modified Stufflebeam’s (1971) Context,
Input, Process and Product (CIPP) model. The CIPPC model of evaluation will be
used to categorize the main components and specific aspects of the study. For
each category, the presence of any defects or weaknesses in the context, input,
process, product and constraints would be identified and remedial or adjustment
measures would be provided. The model is chosen because it is comprehensive,
purposeful, accepted and could be used by curriculum evaluators in different
parts of the world. For example, such indicators as curriculum, teaching staff,
rate of participation, presentation of programme, materials and organization of
programmes are all part of modified Stufflebeam’s model that are categorized
into context, input, process, product and constraints. Stufflebeam (1971)
advocates step by step approach and also emphasized attention to stated goals
and objectives and that every aspect of whatever is being evaluated should be
taken into consideration. Empirical evidence adduced will serve as additional
literature on how the teaching and learning of biology using the senior
secondary school curriculum can be improved. The importance of curriculum
evaluation is an integral aspect of establishing how well a course of
instruction is being implemented. Literature obtained from such evaluation
studies add to the existing body of knowledge on procedures for enhancing the
quality of teaching and learning in school. Every educational programme should
be monitored periodically to assess the extent to which the objectives of such
a programme have been achieved. The result of this study would be of utmost
importance to Ministry of Education, Post Primary Schools Management Board,
biology teachers, students, Parents, as well as future researchers especially
in the area of biology teaching and education when published.
It is
expected that the study could highlight findings in the area of biology
teaching and learning in Anambra State which will be made available to
Ministry of
Education. The information may help the State Ministry of
Education
(Quality assurance unit) to enforce the regulations laid down by the Federal
Ministry of Education in regard to the provision of biology teaching and
learning in all public and private secondary schools in Nigeria. The State
Ministry of
Education may also use the information to organize seminars,
workshops
and conferences for principals and biology teachers to sensitize/train them on
how to effectively use the national biology curriculum which encompasses all
aspects of child development and adhere to it at all times.
Information
from the findings of this study may be useful to Post Primary Schools
Management Board as it may help them see the need to adopt serious measures to
ensure facilities/instructional materials are available and adequate for
children in both urban and rural secondary schools. PPSMB may also find the
information provided through the findings of this study useful to ensure
continuing professional development of biology teachers. This may also help to
expose the teachers to current trends in biology teaching and child
development.
Proprietors
of private secondary schools may benefit from the findings of this study if
adopted. The information from the findings of the study may help them meet with
the national minimum standards and guidelines for establishment, operation and
administration of secondary schools. This may help create conducive environment
to the students to maximize their learning process and also prevent closure of
their schools and possible prosecution by relevant agencies. Further, the
information will help them ensure that biology teachers in their schools give
their best in not only teaching but also ensuring that students who are placed
in their care are well treated and cared for.
The findings
of this study would be beneficial to biology teachers who are actually the
implementers of the NCSSB with self-evaluating criteria to enable them assess
themselves on the implementation of National Curriculum for Secondary School
Biology (NCSSB) in Anambra State. The findings may provide them with
information on the requirements of the national minimum standards in biology
teaching. It may also serve as a guide for them on how to effectively use the
national biology curriculum in their classroom teaching which encompasses all
aspects of child development.
Students may
benefit from the findings of this study. The information from the findings of
this study may also help parents pay more attention to their care/education by
becoming more responsible in paying their children’s school fees, purchasing
their school materials and ensuring that they are well fed. This is because,
good nutrition helps children to be mentally alert and well fitted for high
academic performance and achievement of social competences.
Parents may
also benefit from the findings of this study. This is because the good quality
teaching, care, of their ward and children given through the biology teaching
programmes may also bring joy and satisfaction to the family. Good education
and performance of their children may also serve as an assurance for better
tomorrow.
Finally, the
study may also be useful to future researchers especially in biology teaching
and learning. The information could provide them with empirical data on the
extent of implementation of set minimum standards for biology teaching in
Anambra State of Nigeria which may be useful for further research studies in
related areas.
Scope of the
Study
The study
was delimited to evaluating the implementation of biology curriculum in senior
secondary schools in Anambra State. The specific curriculum evaluation plan for
this study was based on Context, Input, Process, Product and Constraints
(CIPPC) model which is a modified Stufflebeam’s (1971) Context, Input, Process
and Product (CIPP) model of the curriculum implementation. The evaluation was
based on five areas, namely: context, input, process, product or output and
constraints component.
i) The
content evaluation will include identifying the level of satisfaction of the
aims and objectives of the NCSSB.
ii) input
evaluation will cover the following:
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