conference paper · Proceedings of the Faculty of Science Conferences
Basic science education implementation was evaluated across eighteen junior secondary schools in Nasarawa State using questionnaires administered to teachers and students. The investigation assessed curriculum delivery, the adequacy and utilisation of instructional facilities, teacher availability, and student achievement. The results show that basic science programmes are being implemented to a large extent and that the state possesses an adequate supply of qualified teachers. However, the physical and instructional facilities required for teaching remain inadequate and underutilised. While teacher perceptions of curriculum implementation differed significantly between rural and urban settings, no significant difference was found between male and female students in basic science achievement scores.
Evaluating educational delivery helps education authorities identify systemic gaps in science schooling. By demonstrating that qualified teachers are present but essential facilities remain deficient, this research shows educational planners where funding and resource distribution must be prioritised to improve early science education across both rural and urban areas.
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The investigation was designed to evaluate the extent of implementation of basic science programme in Junior Secondary Schools in Nasarawa state. Specifically, the study intends to find out whether the curriculum content of the Basic Science Programme are taught to the students as specified, the availability, adequacy and extent of utilization of facilities, the quality and quantity of teachers and the performance of students in the Basic Science Programme in Junior Secondary School Certificate Examinations (JSSCE) in the state. Evaluating the extent of implementation of basic science programme involves the collection of data and the use of data to evaluate the effectiveness of the quality of new science programme. A total of eighteen Junior Secondary Schools were sampled and questionnaires were administered to both teachers and students to collect the data. The result of the study revealed these findings. Basic science programmes in Nasarawa state Junior Secondary Schools are being implemented to a large extent, facilities available for the implementation of Basic Science Programmes are not adequate and there is a significant different between the mean perception of rural and urban teachers on the extent of the implementation of the basic science programme curriculum in Nasarawa state. It has been proved in the course of this study that there is no significant difference in the mean achievement scores of male and female students in basic science achievement test for junior secondary School students in Nasarawa state. It has also been proved that Nasarawa state has enough qualified teachers that can enhance the implementation of the basic science programme in junior secondary schools. Furthermore, it has been proved that the facilities available for the implementation of basic science programme are inadequate and underutilized. Recommendations were proffered to enhance the effective implementation of basic science programmes in Nasarawa state.
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DOI: 10.62050/fscp2024.613
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