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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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