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IFEOBU HELEN NGOZI. PG/Ph.D/06/42017
EVALUATION OF THE IMPLEMENTATION OF NATIONAL
, FACULTY OF EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
ChukwumaUgwuoke
Digitally Signed by: Content manager’s Name DN : CN = Webmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre
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EVALUATION OF THE IMPLEMENTATION OF NATIONAL CURRICULUM FOR SECONDARY SCHOOL BIOLOGY IN
ANAMBRA STATE
BY
IFEOBU HELEN NGOZI. PG/Ph.D/06/42017
MARCH, 2014
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TITLE PAGE
EVALUATION OF THE IMPLEMENTATION OF NATIONAL CURRICULUM FOR SECONDARY SCHOOL BIOLOGY IN
ANAMBRA STATE
A DOCTORAL THESIS PRESENTED TO THE DEPARTMENT OF SCIENCE EDUCATION, UNIVERSITY
NIGERIA, NSUKKA.
IN FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE OF DOCTOR OF PHILOSOPHY
IN EDUCATION (MEASUREMENT AND EVALUATION)
BY
IFEOBU HELEN NGOZI
PG/Ph.D/ 06/42017
MARCH, 2014
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THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT
OF SCIENCE EDUCATION UNIVERSTY OF NIGERIA, NSUKKA.
BY _____________ ______________________ PROF A. ALI EXTERNAL EXAMINER SUPERVISOR _____________________ ______________________ INTERNAL EXAMINER PROF. D.N. EZEH HEAD OF DEPARTMENT
______________________________ PROF. IK. IFELUNNI
DEAN, FACULTY OF EDUCATION
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CERTIFICATION
IFEOBU, HELEN NGOZI., a postgraduate student in the Department of
Science Education, with the Registration No, PG/Ph.D/06/42017 has
satisfactorily completed the requirement for research work for the Degree of
Doctor of Philosophy, in Educational Measurement and Evaluation. The work
embodied in this thesis is original and has not been submitted in part or full for
any other degree of this or any other university.
___________________ ______________ IFEOBU, HELEN NGOZI PROF. A. ALI (STUDENT) (SUPERVISOR)
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DEDICATION
This work is dedicated to the following: My loving husband, Mr. Richard
Okey Ifeobu who though was not around during the early stage of this work
encouraged me greatly; my children: Chizoba, Chukwukelu, Somtochukwu and
Ebelechukwu and my son-in law, Chimezie Uzowulu.
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ACKNOWLEDGEMENTS
The researcher appreciates the God Almighty for His grace throughout
the course of this study. Her special thanks go to her supervisor, Prof A. Ali for
his guidance and special attention which he devoted to all the stages of this
work. His encouragement and support led to the successful completion of this
work. Her thanks also go to members of his family for their assistance.
The researcher wishes to express her immense gratitude to Prof D.N. Eze,
Dr Eric Nwagu and Dr D. Aniodo whose meticulous attention, insightful
suggestions and ideas contributed to the success of this study. The researcher’s
appreciations also go to: Dr (Mrs) C.R Nwagbo, Dr. B.C. Madu, Dr J.C Adigwe
and Dr J. E Uroko for their useful contributions in proof reading the manuscript
of this work. Her immense gratitude also goes to Dr (Mrs) L.N Nworgu, Prof
U.N. Ezeh, Dr A.O. Ovute, whose suggestions and advice encouraged her to
complete this study.
The researcher’s gratitude also goes to Chief and Chief (Mrs) J.
Kachikwu and Mr & Mrs Sylvester Onwurah for their special assistance during
the course of this study.
Ifeobu H.N
University of Nigeria, Nsukka
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TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
List of Appendices x
Abstract xi
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 10
Purpose of the Study 11
Significance of the Study 11
Scope of the Study 15
Research Questions 16
CHAPTER TWO: REVIEW OF RELATED LITRATURE 17
Conceptual Framework 18
Concept of Evaluation 18
Historical Background of the Biology Curriculum 25
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Curriculum and Curriculum Evaluation 28
Theoretical Framework 38
Models of Educational Evaluation 38
Stufflebeam (1971) Context, Input, Process and Product (CIPP) Model 48
Methods of Biology Evaluation in Senior Secondary Schools in Nigeria 50
Empirical Studies 59
Studies on the extent to which the aims and objectives of the national curriculum for secondary school biology contents have been achieved. 59 Studies on the extent to which the contents of the biology curriculum for secondary schools cover the aims and objectives of the curriculum. 60 Studies on the rate at which biology teachers utilize the available input factors such as teaching equipment and materials; (chemicals, specimens) and other teaching support facilities. 61 Studies on the level of compliance of teachers with the recommended teaching methods as indicated in the biology curriculum 64
Studies on the evaluation techniques used by biology teachers in assessing their students. 67 Studies on Evaluation of Biology Teaching and Learning 71
Studies on the problems militating against the implementation of national
curriculum for secondary school biology in Anambra State. 79
Summary of Reviewed Literature 81
CHAPTER THREE: RESEARCH METHODS 84
Design of the Study 84
Area of the Study 84
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Population of the Study 85
Sample and Sampling Techniques 86
Instruments for Data Collection 86
Validation of the Instrument 88
Reliability of the Instruments 88
Method of Data Collection 89
Method of Data Analysis 90
CHAPTER FOUR: RESULTS 91
Research Question One 91
Research Question Two 92
Research Question Three 94
Research Question Four 98
Research Question Five 100
Research Question Six 101
Summary of Major Findings of the Study 104
CHAPTER FIVE: DISCUSSION, CONCLUSIONS, AND SUMMARY 105 Discussion of the Findings 105
Conclusions 112
Educational Implications of the Findings 112
Recommendations 114
Limitations of the Study 116
Suggestions for Further Studies 116
Summary of the Study 117
References 120
Appendices 133
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LIST OF TABLES
1. The Teachers’ and Students’ Mean Scores and Standard Deviation on the Extent of Achievement of the Aims and Objectives of National Curriculum for Secondary SchoolBiology. 91
2. Biology Teachers’ and Students’ Means and Standard Deviation Ratings on the Extent the Contents of the Biology Curriculum for Senior Secondary Schools are Adequate for Achieving the Objectives of the Curriculum. 93
3. The Teachers’ and Students’ Mean and Standard Deviation
Rating on Utilization of the Available Instructional Materials 95
4. The Teachers’ and Students’ mean and standard deviation rating on Teachers’ level of Compliance with the Appropriate Teaching Methods Recommended for use in the Biology Curriculum 99
5. Biology Teachers’ and Students’ Mean and Standard Deviation Rating on Evaluation Techniques used by Biology Teachers in assessing their Students 100
6 The Teachers’ and Students’ Mean and Standard Deviation Rating on Problems Militating Against the Implementation of National Curriculum for Secondary School Biology in Anambra State 102
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LIST OF APPENDICES
A Questionnaire for the Biology Teachers and students: Letter to the Respondents 133
B Secondary School Biology implementation evaluation questionnaire for teachers and students 134
C Validation of the Instruments for biology teachers and students 145
D Reliability Analysis for the instruments 146
E WASSCE Biology Results for Nigeria from 2004-2012 May/June 160
F NECOSSCE Biology Results for Nigeria from 2004-2012 May/June 161 G WASSCE Biology Results for Anambra State from 2004-2012 May/June 162 H NECOSSCE Biology Results for Anambra State from 2004-2012 May/June 163
I Distribution of the population of the biology students in Anambra State 164
J Distribution of the population of the biology teachers in Anambra State 149
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ABSTRACTS 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.
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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
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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.
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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
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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
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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).
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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
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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
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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
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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.
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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?
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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
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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
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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.
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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
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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.
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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: - extent of provision of adequate instructional facilities. - methods of teaching students biology
- qualifications of biology teachers
iii) Process evaluation will investigate-mode of assessment and mode of instruction used in senior secondary school biology teaching.
iv) Products or Output evaluation will evaluate the-product variables (in
terms of Anambra state secondary school students achievements in biology (NECO, WASSCE).
Research Questions The following research questions guided the study.
1) To what extent have the aims and objectives of the national curriculum for secondary school biology been achieved?
2) To what extent are the contents of the biology curriculum for senior
secondary schools adequate for achieving the objectives of the curriculum?
3) How often do the biology teachers utilize the available instructional
materials for teaching and learning of biology? 4) What is the teachers’ level of compliance with the appropriate teaching
methods recommended for use in the biology curriculum? 5) What evaluation techniques are used by biology teachers in assessing
their students? 6) What are the problems militating against the implementation of national
curriculum for secondary school biology in Anambra State.
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CHAPTER TWO
LITERATURE REVIEW
This chapter deals with the review of relevant literature. The review is
presented under; conceptual framework, theoretical framework, empirical
studies and summary of the literature review.
Conceptual Framework
• Concept of Evaluation
• Historical Background of the Biology Curriculum
• Curriculum and Curriculum Evaluation
Theoretical Framework
Models of Educational Evaluation
Stufflebeam (1971) Context, Input, Process and Product (CIPP) model.
Methods of Biology Evaluation in Senior Secondary Schools in Nigeria
Empirical Studies
Studies on the extent to which the aims and objectives of the national curriculum for secondary school biology contents have been achieved.
Studies on the extent to which the contents of the biology curriculum for secondary schools cover the aims and objectives of the curriculum.
Studies on the rate at which biology teachers utilize the available input factors such as teaching equipment and materials; (chemicals, specimens) and other teaching support facilities.
Studies on the level of compliance of teachers with the recommended teaching methods as indicated in the biology curriculum
Studies on the evaluation techniques used by biology teachers in assessing their students.
Studies on Evaluation of Biology Teaching and Learning Studies on the problems militating against the implementation of national
curriculum for secondary school biology in Anambra State. Summary of Reviewed Literature
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CONCEPTUAL FRAMEWORK
Concept of Evaluation
Evaluation as a concept has been differently defined by different authors.
Okunrotifa (2007) defined evaluation as the provision of information involving
selection of criteria, collection of data and analysis for the sake of facilitating
decision making. In line with this opinion, Ohuche and Akeju, (2007) stated that
evaluation undertakes the specification of objectives of some aspects of
education and the appraisal of the extent to which the said objectives have been
achieved. The authors stated that it strives to give a sound value judgement
based on the objectives and criteria as well as informed evidence. The authors
outlined the four main objectives of evaluation to be:
a) Giving account of how far the objectives of programmes have been achieved
b) Giving guidance as to what step to be taken next.
c) Making educational decision and
d) Making value judgement.
Cronbach and his associates argued that a definition that highlights the
judgemental character of evaluation is likely to create some anxiety among
potential values and raise some resistance among opponents of evaluation.
Evaluation could also be seen as a systematic examination of events occurring
in and consequent on a contemporary programme. It is an examination
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conducted to assist in improving this programme and other programmes having
the same general purpose.
Evaluation is also seen as an activity that comprises both description and
judgement. Theorists that agree with this include Guba and Lincoln (2008),
Mkpa (2007 and Onwuka, 2004). Specifically, Onwuka (2004) maintained that
the general concept of evaluation could be perceived as frequent decision-
making and judgements which individuals, groups, institutions and government
pass on what affect their lives and others. The author went on to reiterate that
such judgements are usually taken on the basis of experience, information
evidence or data.
Bloom in Ali and Ndubuisi (2006) defined evaluation as making
judgement about the value of concepts, methods or materials for some particular
purpose. Evaluation involves the use of criteria and standards to determine the
degree to which specific factors achieve accuracy, effectiveness, economy or
satisfaction. The author noted that evaluation judgement can be either
quantitative or qualitative.
Boykin in Ali and Ndubuisi (2006), is of a different view and described
the characteristics of effective evaluation pointing out that evaluation is not
merely a testing programme or a synonym for measurement or an administrative
device for assessing teaching or instruction; rather, it is a comprehensive co-
operatively developed, continuous process of study to be defined and interpreted
in terms of its functions and purposes.
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Other writers including Ragan and Rivlin still in Ali and Ndubuisi (2006)
were in general agreement that evaluation can be defined as a process, global in
scope, concerned with determination of the value of behaviour changes that
education seeks to accomplish. They went further to say that evaluation is a
technique for collecting multiple evidences to indicate the value of a process,
the extent of progress towards stated goals and the use of evidence to influence
future action. Though in the actual classroom situation one ought to know what
is to be evaluated; whether it is the teacher education course or the performance
of the products of a teacher education programme. Provus in Bhola (2006)
defined evaluation as the process of agreeing upon a programme standard;
determining whether a discrepancy exists between and some aspects of the
programme and some discrepancy information to identify the weakness of the
programme.
Bhola (2006) defined evaluation as a process of judging the merit or
worth of something. This is similar to the view of Nworgu (2006) who sees
evaluation as used to connote the process of making value judgements of taking
decision about events, objects or their characteristics. Nworgu (2006) sees it in
broader and more encompassing senses as a process of seeking, obtaining and
quantifying data with a view of making value judgement about objects, events
or their characteristics. The author also sees evaluation as being of fundamental
significance to man’s continued existence since it enables us to from time to
time, align or realign our actions and motives with societal norms and values.
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With particular references to the education enterprise, the author said that it
plays not only a fundamental role but forms an integral and indispensable part
of the enterprise. Evaluation is imperative and evidently indispensable in any
worthwhile educational enterprise.
A similar view was also expressed by Offorma (2004) that evaluation is
the process of finding out the strengths and weaknesses of the whole curriculum
endeavour. The author says that it can be regarded as the means of finding out
what the students have learnt and what they have not learnt or what gaps remain
in their learning to be achieved. The author classified evaluation into two major
forms: formative evaluation and summative evaluation. Formative evaluation is
the evaluation carried out in the course of a programme so as to defermine the
extent to which the objectives of the programme are being attained. Summative
evaluation is the assessment carried out at the end of the lesson, unit, a terms’
work, a year’s work or the programme. Elaborating on this Ughamadu (2006)
and Onwuka (2004) also classified evaluation into formative and summative.
These are usually undertaken during the developmental stage of the programme
while the feedback obtained from formative evaluation is used as an input in
improving or modifying the programme further before its final adoption.
Summative evaluation indicates to the developers of the programme whether the
programme developed is effective and useful.
Tyler in Olaitan and Ali (2007) is of the view that evaluation is a
systematic process of determining the extent to which instructional objectives
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are achieved in pupils. The author also sees evaluation as a process for finding
out how far the learning experience as developed and organized are actually
producing the desired result. The process of evaluation involves identifying the
strengths and weaknesses of the plan. Evaluation also checks the effectiveness
of particular instruments that is the teachers and other conditions that are being
used to carry forward the instructional programme.
The authors see evaluation to involve ascertaining whether the expected
outcome of a programme is achieved after necessary planning; and continued by
saying that evaluation required the involvement of competent member of the
curriculum group, that is those that can do very good jobs of revealing whether
curriculum outcomes are realized and if not, whose improvements are
necessary. The result of evaluation is fed back into each level of activity:
studying, planning, interpreting decision-making, execution for appropriate
modification of identified errors. The author stressed that there is need for a
comparison of achievement with a standard to identify discrepancies for
improvement.
The common feature of all these definitions is that value judgements are
made based on the outcome of the process. Hence, evaluation process must be
fully judged else it is regarded as incomplete.
Evaluation according to Harbor-Peters (1999) is a systematic process of
determining the extent to which instructional objectives are achieved by pupils.
The author noted that:
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• Evaluation involves a systematic process. It is a controlled observation of pupils’ change in behaviour.
• Evaluation assumes that instructional objectives have been previously
identified. • The pupils have been exposed to some content before evaluating or
determining the extent of learning or behavioural change that has taken place.
Harbor-Peters (1999) went further to say that evaluation includes both
quantitative and qualitative descriptions of pupils’ behaviour in addition to
value judgement concerning the desirability of that behaviour. For instance, at
the end of the course on evaluation, the students will be tested to determine the
extent of their change in behaviour. The quantitative description of their
qualitative grades will be in letter grades thus:
70% and above - A- Excellent
60-69 - B-Very Good
50-59 - C- Good
45-49 - D- Average
40-44 - E-Low Pass
Below 40% - F- Fail
At the end of the programme of study, a summary of student’s grade is
taken and the Grade Point Average (GPA) computed. Then, their level of grade
will be determined.
For Stufflebeam in Idoko (2001), evaluation is the process of delineating,
obtaining and providing useful information for judging alternatives; though the
author has been reported to include information for accountability.
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According to Idoko:
• Evaluation is performed in the service of decision-making and accountability, hence it should provide information which is useful to decision-making as well as being accountable for the public money invested in programme.
• Evaluation is a cyclic, continuous process and therefore must be
implemented through a systematic programme. • Evaluation process includes the three main steps of delineating, obtaining
and providing • The delineation and providing steps in the evaluation process are
interface activities requiring collaboration between evaluator and decision-maker while the obtaining step is largely a technical activity which is executed mainly by the evaluator.
The present work which is on the evaluation of the implementation of a
curriculum programme is necessary. Evaluation can be seen as a process
concerned with the determining the extent to which instructional objectives are
achieved by students. Stufflebeam in Idoko (2001) agrees with this when the
author stated that once a course of action has been approved and
implementation has begun, process evaluation is necessary to provide periodic
feedback to persons responsible for implementing plan and procedures.
Curriculum is the instrument the school uses to bring changes in the
learners’ behaviour and this is what education is all about. Education is
expected to bring about certain desirable changes in the behaviour of the
learner. It is necessary that the curriculum be evaluated at regular intervals
because these desirable changes are dynamic. Also the needs of the society
which the curriculum is meant to serve are always changing. The people that are
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involved in the planning of the curriculum should try to find out if the desired
change in behaviour of the learner is actually being achieved. The aim by which
the curriculum was developed will be achieved if there is regular evaluation of
its implementation. An evaluation of the biology curriculum as in this study is
an evaluation of the educational goals to find out how far the set objectives of
biology education in secondary schools satisfy the needs of the society.
Historical Background of the Biology Curriculum
According to Onwuka (2004), the educational system of any country
should be based on the needs and demands of the people. In line with this,
Akujieze (2007) noted that the attempt to base the education of Nigeria,
especially science education on the needs and demands of Nigeria people has
culminated series of commissions, committees and conferences. Notable among
these are the Phelps Strokes Commission of 1920, the Ashby commission of
1950, the Alvan Ikoku conference on curriculum. All these conferences,
committees and commissions were geared towards providing a functional
science education programme in Nigeria.
According to Idika (2008), the different commissions, conferences and
committees were set up at different stages of development of science education
in Nigeria. In other words, a new commission, committee or conference arises
as a result of a new need or problem in the country, or as a result of criticism on
the preceding one. These various commissions, committees and conferences
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have effects on the development of science education in Nigeria. Onyeokoro
(2003) opined that the effect of the Ashby report was seen among others in
diversification of senior secondary science curriculum.
The importance of the national conference on curriculum development to
Nigerian educational system is evidenced in the fact that this conference was
instrumental to the setting out of educational goals and the formulation of the
National Policy on Education (NPE) in Nigeria.
According to Iwunwah (2004), the conference formulated these National
Philosophy on Nigeria Education:
• The inculcation of the right type of values and attitudes for the survival of the individual and the society.
• The training of the mind in building valuable concepts generalization and
understanding of the world around us. • The acquisition of appropriate skills, abilities and competency both
mental and physical. • Equipping the individual to live in the society.
• The acquisition of a relevant and balanced knowledge of facts about local and world phenomena.
As a result of the philosophy for Nigeria education and other
development in Nigeria, both the federal and state ministries of education put up
a draft for a National Policy on Education (NPE) and a seminar to make
proposals for NPE was held. Among the issues considered in the seminar are:
• A curriculum review with emphasis on science and technology.
• The role of the teachers, the parents and local communities.
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The result of this seminar was the publication of the NPE in 1977. The
new NPE became effective as from 1982. The aim of the introduction of the
NPE in 1981 (FRN, 2004) is to make education functional and responsive to the
societal needs and problems. In order to achieve the goals of the NPE, the
federal government introduced new curricula syllabuses for primary, secondary
and tertiary institutions in the country.
Since the introduction of the NPE in 1982, according to available
literature, no review or amendments have been made on the education policy.
Also research findings by Onyeokoro (2003) Iwunwah (2004) and Idika (2008),
shows that the education policy has not made appreciable impact on our
secondary school system. According to the authors, some states in Nigeria for
some reasons appear indifferent to the education policy, while others showed
mere lip-service to it. The Nigerian Educational Research and Development
Council (NERDC, 2005) listed the objectives of secondary school biology
curriculum in Nigeria as follows:
(i) To enable the children to appreciate how their environment are related to them and how they are related to their environment.
(ii) To prepare the students for higher education and to have interest in
biology career, e.g. medicine. (iii) To enable the individuals understand their body, their functions eg
circulation of blood, respiration, excretion etc.
(iv) To enable the children acquire scientific skills. These include laboratory and field skills.
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(v) To enable the individual understand certain key biology contents, necessary for a successful living.
(vi) To inculcate the habit of critical observation; (vii) To enable the individual question some superstitious beliefs; (viii) To illuminate the problem of sex, reproduction, population, growth,
pollution, disease control, health, food production for the benefit of the society;
ix) To make room for technological advancement;
x) To increase the student aesthetic appreciation of nature;
Every educational programme should be monitored periodically to assess
the extent to which the objectives of such a programme have been achieved.
Hence the motivation of the present researcher to evaluate the NCSSB in
Anambra State in terms of:
• Its relevance to the national goals for secondary school education.
• Its attainability by the students with respect to the students’ level of physical and mental maturity.
In summary, efforts have been made by Nigerian government to evolve a
clear-cut science education programme which will identify priority areas and
give direction as to the national needs. The question now is to what extent are
the current science education practices in Nigeria relevant to the Nigerian
environmental needs?
Curriculum and Curriculum Evaluation
Onwuka (2004) defined curriculum as a series of planned and unplanned
learning activities which a child is exposed to in the course of his development.
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The aim of which is to make him develop fully his potential so as to function
effectively in the community. The author continued by saying that curriculum is
the instructional document with which the school uses in educating young
people. It is the systematic and planned attempts made by the schools to change
the behaviour of members of the society in which it situates. The author says
that curriculum is never static, rather it is dynamic. When analyzed, the intended
objectives, the learning experience, the method of instruction, the method of
evaluation, all parts of or steps in curriculum development have continued to
change.
Offorma (2004) defined curriculum as a deliberately and systematically
planned attempt to change the behaviour of the young and inexperienced and
also to enable them to gain the insight that will enable them to build a better
society. Thus curriculum is a continuous process of a series of activities
undertaken by the school to improve upon the life of the individual and society.
Offorma (2004) sees curriculum as the sum total of the school planned
programme of studies or learners both in and outside its premises. The author
continued by saying that curriculum varies from society to society because it is
influenced by existing elements in each society. Offorma (2004) listed the major
elements that influence type of curriculum offered by schools and the extent of
its implementation to include:
• The nature of the society
• Philosophy of education
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• Psychology of learning
• Subject specialists
• The learners
• The teachers
• Examinations
• Economy of the society
• Resources and
• Values
A new trend towards a more comprehensive approach to curriculum
definition is to view it in terms of major components. Taba in Olaitan and Ali
(2007) in this direction assumed that there is an order which must be followed
for a more dynamically conceived and planned curriculum. This order must be
as follows:
• Diagnosis of students learning need
• Formulation of objectives
• Selection of contents of instruction
• Organization of content
• Selection of learning experiences to facilitate the learning and understanding of the content
• Organization of learning experiences in line with the content of
instruction • Determination of what to evaluate and the ways and means of evaluating
what had been taught.
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Curriculum is defined by Akudolu (2004) as an organized knowledge
presented to learners in a school, embedding every element in the learning
environment. Curriculum is all the experiences children have under the
guidance of teachers. In line with the above, Ali (2006) sees curriculum as a
sequenced contents or course of instruction needed by the learner who is
expected to demonstrate some objectives or behavioural change. This is done
following instruction and experience in some content provided by schools
(teachers and administrators) and based on a structured form of continuing
evaluation. From this definition, new concept here includes content. Something
to teach the students represents the content. Content according to Olaitan and
Ali (2007) is described as the knowledge, skills, attitudes and values to be learnt
in a course, subject or lesson. Content is the totality of what is to be taught to
and learnt by pupils. The authors continued by saying in addition to being useful
to students to organize their learning content, also serves as a vital tool to the
teacher in guiding him in his teaching. They see curriculum content in terms of
how it relates to the national and individual objectives in a course rather than its
effects. Learning of content may not result in achieving an objective if both
content and objectives are not closely related.
Curriculum evaluation needs to be carried out in different stages if the
desired results are to be obtained. Curriculum evaluation goes beyond the
general concept of evaluation since it employs systematic and scientific
methodology and utilizes modern techniques and various human expertises to
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arrive at the best alternative in education. Ndubuisi (2006) sees curriculum
evaluation to involve the identification and provision of information, the
selecting of criteria, data collection and analysis and drawing logical
conclusions for specific purpose, using appropriate processes.
Ali and Ndubuisi (2006) observed that the objectives of evaluating an
educational programme are basically to gain specific information or knowledge
about the various aspects of the programme evaluated. The authors went further
to note that the findings made from an evaluation provide a basis for making
decision among alternatives and decision arising from evaluation sometimes are
predicted on feasibility fund, physical plant facilities, staffing, time and so on.
They continued to say that the scope of curriculum evaluation usually varies
with regard to the stage of the programme development, the quality and variety
of technical experts available for the evaluative purposes, the type of evaluation
studies deal with the following major aspects:
• The identification of the broad purposes of the programme;
• Preparing the questionnaire test materials appropriate for the target population.
• Trying out on a small scale, the questionnaire test materials under
stimulated conditions; • Field trial of the test materials;
• Modification and development of the final draft of the test materials;
• The use of the final draft of the test to elicit information about the programme being evaluated, and the preparation of a report of findings and recommendations.
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All these aspects are equally important and lend information for obtaining
reliable data about the programme being evaluated. Ali and Ndubuisi (2006)
also pointed out in evaluation of educational programme that the unique
characteristics of the organization of educational institution pose challenge to
the need for and importance of formative evaluation. These challenges include
problems concerning those who will be affected by the decision based on the
findings of the evaluation study, problems that concern the social and political
setting of the educational organization being evaluated.
Worthen and Sanders (2003) summarized the purposes of educational
evaluation to include:
• Contributing to decision about programme confirmation, expansion or certification;
• Contributing to decision about programme modification;
• Obtaining evidence to rally support for a programme;
• Obtaining evidence to rally oppositions to a programme;
• Contributing psychological and social processes.
Talking on the importance of programme evaluation, Okoro (2007)
believe that programme evaluation helps to ensure that funds are not wasted in
the provision of education which is no longer relevant to local and national
needs. The author stated that often, school programmes contain a lot of what is
no longer relevant to local and national needs. The school programme contain a
lot of what is no longer necessary, hence institutions may continue to offer
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programme, even when graduate of the programme can no longer obtain
employment. It is among the purposes served by curriculum evaluation to
identify such relevant content of the curriculum or programme. It serves the
purpose of determining the quality of outcome through the quality and relevance
of the component part of the process.
An issue that deserves adequate attention in discussing curriculum
evaluation process has to do with who should be involved. Oyedeji (2007)
expressing similar view opined that the teachers should be involved in
curriculum evaluation since they are the personnel that deal directly with the
students’ ability and the content of the subject matter.
Curriculum evaluation according to Cronbach and Welch in Nworgu
(2006) has been defined as the process of collecting and using relevant
information in making decisions about the curriculum. Cronbach rightly pointed
out that what is evaluated may be a set of instructional activities of a single
school, or the educational experiences of a single pupil. The author went on to
say that curriculum evaluation range from evaluating the performance of a
single child in a course through the evaluation of specific instructional
materials, methods, activities and techniques, to the evaluation of an entire
curriculum or programme. It is an all embracing activity requiring the collection
and use of various forms of data thereby permitting various types of decisions.
To this extent, it becomes immediately apparent that evaluation is a diversified
activity and no one set of principles will suffice for all situations.
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Oje (2003) observed that curriculum evaluation is a continuous process
focusing on establishing the strengths and weaknesses of a curriculum and aims
at identifying the outcome of instruction and the selection of new basis for
changing educational policies and goals. It sometimes leads to the dropping of
or redirecting any stated goal which proves unattainable.
According to Olaitan and Ali (2007), curriculum evaluation involves
making a value judgement about the effectiveness of the curriculum after
comparing the degree of achievement of goals, objectives and aims with set
standards especially after schooling. The discrepancies between what it should
be (standard) and what it is (degree of achievement) are identified and proposals
made for improvement of the curriculum. The authors continued by saying that
effective curriculum is realized when after studying the trends of curriculum
development in the past and seeing how it served particular purpose, it is then
related to the present situation. Examining the trends of our societal
development, curriculum development should be geared towards meeting the
effective needs of the present time. Curriculum evaluation includes instructional
evaluation because curriculum is an input into instruction.
Hargreaves (2008) believes that there is the need to appreciate the
significance of the distribution of power in curriculum decision-making process.
This is because of the different kinds of knowledge and experiences on which
various participants draw during the process and the ways in which these
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distributions of knowledge, experience and power profoundly affect the course
and consequence of school-based curriculum development.
Provus in Okpoko (2004) views programme evaluation essentially as a
process of comparing programme performance and desired programme
standards in order to determine if there is any discrepancy between the two.
Discrepancy information is utilized in the improvement of programmes. To
Provus, programme evaluation involves three major steps:
• Definition of programme standard;
• Determination of existence of discrepancy between aspects of the programme and performance standards.
• Using discrepancy information to identify the weakness of the
programme.
An evaluation of the curriculum is an evaluation of the educational goals
to find out how far they satisfy the needs of the society. Curriculum evaluation
is also concerned with the total influence of a number of instructions on the
learner. Curriculum evaluation includes instructional evaluation because
curriculum is an input into instruction. Those who are involved in curriculum
making should look closely at the path they follow in order to see clearly where
it is leading; to be sure they are proceeding towards the desired destination; that
is meeting the needs of the individual and the society.
For a comprehensive evaluation process, teachers, curriculum experts,
school administrators, policy makers, laymen, representative of relevant
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organizations and groups, employers etc should be involved and they should all
be accorded equal rank in the deliberation process.
A programme is better evaluated while it is still in existence. For the
purpose of this study, therefore, evaluation is the process of delineating,
obtaining and providing information about strengths and weaknesses of
implementation of national curriculum for secondary school biology.
Relationship among Programme Implementation, Evaluation, Service Delivery and Goal Attainment of Biology Teaching in Secondary Schools The Federal Ministry of Education is charged with the responsibility of
development and publications of the National Policy on Education and National
Policy for Science and Technology through its agencies such as Nigerian
Education Research and Development Council (NERDC). The documents are
distributed to the States’ Ministries of Education (SMOE); their Inspectorates,
Education Services Departments and parastatal such as the Post Primary
Schools Management Board (PPSMB) take delivery and supply/sell the
documents to secondary schools. The secondary schools on receipt of these
documents, are expected to implement fully the provisions of the policy
documents
The SMOEs, from time to time visit these secondary schools to inspect
and monitor the strict implementation of the minimum standard. Feedback from
these monitoring visits is sent to the FME through annual reports, memos of the
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Joint Consultative Council on Education, National Council on Education and
various Implementation Committee Reports.
At the same time external evaluators, researchers in education, study
groups of donor agencies visit the secondary schools for independent
assessment/quality assurance visits of the situation on ground. Feedbacks are
received by the FME through published research reports and other avenues of
information dissemination such as conference proceedings, workshop
communiqué and collaboration agreements. The feedback mechanisms ensure
that the FME constantly reviews and improves the policy
environment/provisions for biology teaching in Nigeria generally, and Anambra
State in particular.
THEORETICAL FRAMEWORK
Models of Educational Evaluation
Models are useful in programme evaluation because they provide a set of
steps that could be followed in carrying out a proposed evaluation (Okoro,
2000). When appropriate evaluating models are used, they yield useful
information for programme improvement. According to Idoko (2001), an
evaluation model or framework may be regarded as a set of steps or a system of
thinking which if followed or implemented will result in the generation of
information which can be used by decision-makers in the improvement of
educational programmes. Evaluation models are of great help to evaluators
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because they provide a general guide which can be adopted or modified to each
specific programme being evaluated. Idoko (2001) outlined what a sound
principle of evaluation should aim at. These are that:
Evaluation must be based on goals and objectives of the education programme being evaluated.
All personnel of the institutions concerned and other individuals
connected with programmes must be committed in the evaluation process. Evaluation should be comprehensive
All groups of individuals who can contribute must be involved e.g. teachers, administrative and industrial personnel, parents and external experts.
It should have a system of recording all information and data obtained. It
is a scientific problem-solving process therefore; data obtained should be objectively recorded and analyzed.
Evaluation process should result in judgement about programmes by the
evaluators or inform outside.
A number of factors should guide evaluators in determining which of the
models to adopt in carrying out evaluation purpose, type and scope of the
evaluation among others.
Stufflebeam (1971) recommended the steps or procedure of evaluation as
follows:
• Identification of objectives of educational activities.
• Definition of the kind of data needed in making these decisions.
Data collection
• The criteria for determining the quality of the matter evaluated.
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• Analysis of data in terms of criteria above and
• Providing data for decision-makers.
Elaborating on the step, the author stated that the objectives of the
curriculum when determined or identified will enable the evaluator know what
should be evaluated. Based on this, the evaluator should determine the specific
form of information needed to make about curriculum. This will be followed up
by evolving strategies for collecting the data processing to make the desired
decisions. This also means determining the specific form of information needed
to make about curriculum. This will be followed up by evolving strategies, for
collecting the data necessary to make the desired decisions. This also means
determining the methods or instruments that will be used for evaluation. Then
the level of acceptable performance should be analyzed after deciding on the
criteria for determining the quality of the matter being evaluated.
According to Ifeobu (2000), a model is a way of representing and testing
an idea which may otherwise be difficult to communicate in words. Evaluation
model is an evaluation framework or strategy which is meant to provide a sense
of direction and magnitude to the evaluation design and implementation. Okpala
and Onoche (2004) stated that evaluation model is expected to provide answers
to the questions stated below:
How best should evaluation be defined?
What should be the purpose of evaluation?
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What should be the duties, authorities and responsibilities of an evaluator?
What is the relationship between evaluation and decision-making?
What types of evaluation are to be involved?
What criteria are to be used in judging evaluation studies?
To prevent unnecessary drift during programme evaluation, there is need
to design evaluation programme within the confines of some evaluation models.
The major models of evaluation useful in education are concerned with:
• Ascertaining the achievement of desired outcomes;
• Assessment of merit;
• Decision-making.
The purpose of the evaluation should guide the evaluation in determining
the appropriate statistical analytical procedure and tool to be employed. In the
end, the result of the evaluation will be used to improve the quality of the
curriculum. This process is similar to that suggested by Olaitan and Ali (2007)
that the curriculum evaluation involves making a value judgement about the
effectiveness of the curriculum after comparing the degree of achievement of
goals, objectives and aims with set standards especially after schooling. The
discrepancies between what it should be (standard) and what it is (degree of
achievement) are identified and proposals made for improvement of the
curriculum. The aim of evaluation should, to a large extent determine the
process to be adopted in carrying it out.
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Okoro (2000) stated that it should not just describe programmes but
indicate its good and bad aspects and may even include suggestions on how to
improve the programme. The author suggested that evaluation process should
take the following steps:
• Focus the evaluation which means the definition of evaluation and types of data, who would use the data etc.
• State how information will be collected.
• Sequence and schedule of evaluation specification of how the information gathering activities will be carried out as well as time limit.
• Identification of individuals and groups who should be involved.
• Definition of system or theories for the analysis of data that will be collected.
• Determining system or theories for reporting evaluation findings or
conveying findings to decision makers and to those who would make use of the finding.
• Specifying system for monitoring the execution of evaluation activities In selected evaluation models to use, the evaluator should according to
Okoro (2007) consider:
• The appropriateness of the model, can it yield adequate information?
• The complicity of the model, can it be effectively applied by the evaluator taking into consideration his experiences, cost of implementation and other related factors?.
There are several models of evaluation. Each one has its own strength and
weaknesses. None of them can claim of being suitable for every purpose rather
there should be justification for using any particular one.
Some of these models are presented and discussed below:
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1) Goal Evaluation Model: Tyler (1950)
2 The Provus Discrepancy Evaluation Model by Provus (1971)
3) Goal-free Evaluation Model Proposed by Scriven (1972).
4) Proto-type Evaluation Model by Baker and Alkin (1973)
5) Needs Assessment by Within (1977)
6) Stufflebeams (1971) context, input, process, product (CIPP) model.
Lewy (2007) noted that each of the models focuses on some particular
feature of evaluation activities. Features of these models or framework are
presented according to the following sub-headings:
- Definition
- Purpose
- Key Emphasis
- Relationship to Objectives
- Relationship to Decision
- General remarks made by the researcher (Godwin & Driscoll, 2004).
Goal Evaluation Model by Tyler:
a) Definition: This is an objective oriented model or behavioural objective model on achievement of desired outcome.
b) Purpose: To provide periodic feedback on the extent to which the set
goals of a school programme are being achieved. c) Key Emphasis: Identification and determine the educational experiences
and the best approach to effectively organize the educational experiences.
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d) Relationship to objectives or goals and learning experiences and evaluation. Use the objectives to determine the learning experiences that will yield the expected result.
e) Relationship to decision-making: In this model the programme is
evaluated using its goals and objectives as standard for judgment.
The three major component of this evaluation model are objectives or
goals, learning experiences and evaluation. The evaluator uses the objective to
determine the learning experiences. The evaluator designs the instrument to be
used, provides feedback to show how the objectives are being achieved. The
evaluator suggests the learning experiences and then provides new objectives as
a result of the new learning experience. Evaluation here is interested in finding
out what learning experiences produce. It refuses to do the early diagnosis of the
students to know actually what they know and what they do not know.
Therefore this model is considered inappropriate for this study.
Provus Discrepancy Evaluation Model (1971)
a. Definition: Comparing performance against standard.
b. Purpose: To determine whether to improve, maintain or terminate the
programme.
c. Key emphasis: Identifying discrepancies between standard and
performance using team approach.
d. Relationship to Objective: Agreement of evaluation team and programme
staff on standard comparison of performance against standard to see
whether discrepancy exists.
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e. Relationship to Decision Making: Evaluation staff collects information
essential for programme improvement and note discrepancies between
performance and standard. Every question involves a criterion, new
information and a decision. Evaluation provides the new information.
The present programme evaluation is a self study judgment and is based
on sets of predetermined criteria. Therefore Provus model is considered
inappropriate since there are other appropriate models to adopt.
Goal-Free Evaluation Model by Scriven (1972)
a) Definition: Gathering and combining performance data with weighted set of goal scales. It is used to determine what a programme is actually doing and not what it was meant to do.
b) Purpose: It is used to determine the merit of a curriculum from an
appraisal of programme effects without reference to goals or objectives. c) Key Emphasis: Justification of data gathering instruments weighting and
selection of goals. Evaluation model combining data on different performance scales into a single rating
d) Relationship to Objectives: Look at goals and judge their worth.
Determine whether they are being met. e) Relationship to decision-making: Evaluation reports (with judgment
explicitly stated) for producers or consumer used in decision-making.
There is need for a professional evaluator in this model. The evaluator
carefully examines all the potential causes for observed effects and establishes
solid connection to prior programme activities. The evaluator determines the
needs of the affected population, and uses the needs to set criteria for judging
the programme effects. There is no reference to goals or objectives, therefore
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this model is considered inappropriate since there are other more appropriate
models to be adopted.
Proto-type Evaluation Model (1973)
a. Definition: The process of ascertaining the decision areas of concern,
selecting appropriate information and collecting and analyzing
information.
b. Purpose: To report summary data useful to decision-makers in selecting
among alternatives. It is designed to assess the product of instruction or
instructional effectiveness of a curriculum and identify areas that require
revision or adjustment.
c. Key emphasis: Evaluation reports used for decision-making.
d. Relationship to objective: Specificity of programme objectives determine
the system assessment, programme planning provides way to reach
objective, programme improvement provided data on the extent of
achievement of objective, programme certification determines whether
objectives are met.
e. Relationship to decision-making. Provides first source data for
curriculum revision and decision-making.
This model identifies errors in areas of a curriculum or instruction. It
provides basis for corrective measure before a polished version of the
curriculum is produced. It provides first source data for curriculum
revision. It obtains information on the selection of appropriate goals and
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objectives and accuracy of content. It involves review of the curriculum
by subject experts, try out the curriculum on learners and see how the
curriculum can be implemented. This evaluation is done only during the
formative stage of curriculum development; therefore this model is not
very useful here.
Needs Assessment by Within (1977)
a) Definition: Needs assessment could be components of several evaluation models. Data gathering and analysis process, technique for providing information for curriculum modification and programme evaluation.
b) Purpose: To identify the areas in which educational process or system is
ineffective so that remedial measures could be taken. c) Key Emphasis: Identifying different types of needs served by a particular
educational system. d) Relationship to objectives: Examination of the resources and the standard
by which needs will be identified. Design and assign priorities to need. e) Relationship to decision-making: In needs assessment, the evaluation
staff collects information and use the result to improve the existing programme. Needs assessment is used to identify the needs of students, determine weaknesses in students’ achievement. It also determines the needs of teachers and future needs of education system. Here, experts are required to design the needs assessment procedures, assign priorities to need, and use the result to improve the existing education system. This model did not take into consideration how to utilize resource to achieve project objectives. Therefore, Within needs assessment model is not considered very appropriate in this work.
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Stufflebeams (1971) Context, Input, Process and Product (CIPP) Model
Context, Input, Process, Product and Constraints (CIPPC) Model which is
a modified form of Stufflebeams (1971) Context, Input, Process and Product
(CIPP) Model was used in this study. This model according to Achebe (2004) is
used to evaluate a programme in relation to the context in which it operates the
input of the programme process through which students go and the product of
the programme as well as the problems militating against the implementation of
the programme. The author reported that this model otherwise known as
decision-facilitative evaluation model considers evaluation as the process of
delineating, obtaining and providing useful information for judging decision
alternative. This context, input, process, product and constraints model therefore
categories the main components and specific aspects of a programme evaluation
study, by assessing the programme in terms of the variables that are represented
as follows:
a) Context: Context Evaluation helps in the diagnosis of the programme
problems in relation to the determination of the extent to which the aims
and objectives of the national curriculum for secondary school biology
contents have been achieved and the extent to which the contents of the
biology curriculum for secondary schools cover the aims and objectives
of the curriculum. The achievement of the objectives results into
programme improvement. The methodology of context evaluation
involves the provision of the curriculum and philosophy of education
adequacy of space provided, environmental provision and adequacy of
training room.
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b) Input: The purpose of input evaluation is to provide information for
determining the rate at which biology teachers utilize the available input
factors such as teaching equipment and materials; (chemicals, specimens)
and other teaching support facilities. The methodology, include the
infrastructure, workspace, students access to libraries, laboratories,
computer as well as staffing.
c) Process: Process evaluation looks at the level of compliance of teachers
with the recommended teaching methods as indicated in the biology
curriculum. The process is needed to provide periodic feedback to
persons responsible for implementing plans and procedures. It also
provides information for interpreting project outcomes. The methodology
includes its organization, method of instruction, assessment procedures,
monitoring and supervision. Process evaluation involves the use of a full-
time evaluator, instruments and regular feedback.
d Product: The overall purpose of product evaluation is to measure the
evaluation techniques used by biology teachers in assessing their students and
interpret attainments at the end of a project cycle. The specific objectives
include provision of information for deciding to continue, terminate, modify or
refuse a change in an activity and provision of information for linking an
activity to other phases of the change process. Product evaluation is the extent
of attainment of objectives, quality of performance at the end of the programme.
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Constraints: The constraints focus on finding out the problems militating against
the implementation of national curriculum for secondary school biology in
Anambra State.
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.
Methods of Biology Evaluation in Senior Secondary Schools in Nigeria
For evaluation to be effective, the evaluator/teacher is expected to use
various techniques. He/she is also expected to obtain and use feedback from
students to be sensitive to their model of learning. Dumbraveanu, (2005)
outlined some of the methods used in evaluation of secondary school biology in
Nigeria to include:
(a) Observation
(b) Questioning (objective and essay)
(c) Projects
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(d) Corrections and marking
(e) Teachers comment and awards of marks
(f) Continuous assessment
A) Observation:
This is the act of watching somebody or something carefully for a period
of time, especially to learn something. Clark and Starr (2006) noted that this
method of evaluation of students has not been effectively utilized by
evaluators/teachers.
B) Questioning:
This is one of the approaches used by teachers to help pupils achieve the
educational objectives. Agusiobo and Olaitan (2007) defined questioning as a
series of words which are usually understood by listener and gear him into
thinking in order to make a reasonable response, which is understood by the
questioner.
There is some truth in the assertion that to question well is to evaluate well. Margulies (2004:38) maintained that:
With appropriate types of questioning students can be encouraged to do more complex thinking. It is desirable that biology evaluation should be dominated with questions that encourage thinking and inquiry processes in students. Unfortunately, most science evaluators ask questions that demand mere recall of facts instead of thought provoking questions.
Ebouh (2005) categorized questions into two types: the lower order
cognitive questions and the higher order cognitive. The former involves recall
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or knowledge comprehension and application where as the later borders on
analysis, synthesis and evaluation.
Techniques of Good Questioning
A few hints about the technique of good questioning may be found quite
useful:
• A teacher should ask questions in a friendly, encouraging and approachable manner;
• Harsh and military tone should be avoided in asking questions for this
tends to convey a threat of not being safe for inability to furnish the right answers.
• A teacher should also ask questions in which differences of opinions exist
or general reasons or factors are expected. Record questions that are vaguely framed.
• All questions must be grammatically correct and the teacher should
correct oral expressions. • The language used in questioning must be tailored within the students’
understanding. A recommender procedure of questions is itemized by Abadullahi (2007) thus:
• Ask questions
• Pause briefly
• Call on one student by name for an answer.
• Give a feedback to the student’s answer by way of a comment or evaluation of the answer.
• A teacher should distribute his questions both to volunteers and non-volunteers realizing however that the later group most needs the experience of active participation.
• Students should be questioned in a fixed order.
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• The more difficult and challenging question should be directed to the brilliant students to stimulate their thinking and the easier ones to the dull students to motivate them and build up their self confidence.
• Questions should be clearly heard by the entire class and this cancels the
idea of repeating questions. C Project
Kim and Kellough (2008) defined project as a method of evaluation
which centers on an assignment of interest undertaken by an individual student
or a group or a whole class. In this method, the students are given a free hand to
fulfill the requirement with the evaluator/teacher giving a whole guide only
when necessary.
Guidelines for Effective Utilization
• Clarify the purpose of the project to avoid much waste of time on the part of the students
• Provide necessary guide to avoid many errors. Much guide however
looses the essential project ingredient. • Spread the project over a period during the school year. The project does
not have to fit into the existing time table arrangement. Kim and Kellough (2008) listed the advantage of project method of evaluation
as follows:
• It provides opportunity to students to develop their initiative as well as greater understanding of how to evaluate, since emphasis is on doing by students.
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• It offers opportunity for creative ability particularly for talented students. Moreover, motivation to work is high because it is based on natural interest of the students.
• Sometimes with acquisition of some skills and attitude, this gives
students the opportunity to work independently and to gain in-depth knowledge of a specific area.
• Group projects afford opportunity for developing leadership and
organizing ability. Disadvantages of Project Method of Evaluation
Dumbraveanu, (2005) outlined some of the disadvantages of project
method of biology and sciences in general.
• Projects are very time-consuming and what is ultimately the expense, effort and time put in to complete the project.
• Students often get side traced particularly if they lack a deep grasp of
facts necessary in carrying out the project. • The extent to which individual has participated may be difficult to
determine. • It is difficult to choose a project that interests all the students in the class
at one time. • It favours the independent student; those without independent study may
suffer.
D. Corrections and Marks
Marking constitutes an unavoidable and essential means of evaluation for
every teacher/evaluator. It serves several purposes, both for students and the
teacher.
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Dodds (2008) similarly opined that marking helps students to find out
how much they know about a particular topic or subject matter. Also their
standing relative to their peers and compare with what the teacher regards as a
“satisfactory standard” by being made aware of their mistakes, students are
motivated to do better. Marking therefore acts as reinforcement to further
learning and evaluation. It also provides some satisfaction to the students in
their mastery of body of knowledge skills as revealed from the evaluators’
marking. Marking enables the teacher to assess the effectiveness of his teaching,
how much the students have learnt and to pin-point areas of difficulty;
individual difficulties can be revealed and attended to.
E. Teachers Comments and Award of Marks:
It is absolutely necessary for every evaluator to have a marking scheme
for any examination/text he conducts for his students. This serves to
substantially improve scoring reliability in addition to providing a self guide
against the effects of weariness.
A tired teacher for instance, with or without a marking scheme, can be
inconsistent in his marking to some unfortunate students. Elaborating on
teachers’ comments and award of mark, Dodds (2008:6) recorded that:
The teacher should either use the schools existing system of garden or marks or symbols or adopt his own. It is important, however, that the students are made aware of the system to be used and know exactly what grades or marks or symbols stand for. It is essential to be able to justify to student while he has a mark given and to be absolutely fair between students.
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It is desirable that students’ written work should be carefully marked and
returned to them as quickly as possible. Undue delay creates a lot of anxiety for
the students and resultant loss of interest when the written work is eventually
returned. Comments are equally desirable and praise should be given where it
has been earned.
F. Continuous Assessment
Continuous assessment as a modern educational concept entails a
periodic evaluation which forms a part of the final assessment of the individual;
it has to be commended when compared to the old practice of assessing the
performance of an individual on only one final test or examination.
The merit as succinctly put in the handbook on continuous assessment by
Federal Ministry of Education (2004) included:
• To give the classroom teacher greater involvement in the overall assessment of his or her students.
• To provide more valid assessment of the child’s overall ability and
performance • To enable teachers to be more flexible and innovative in their instruction
and evaluation • To provide a basis for the teacher to improve his instructional method.
• To provide a basis for more effective guidance to the pupils
• To reduce examination malpractices.
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Biology as a science stands itself to continuous assessment. This is
because essay and multiple choice questions are usually drawn from all parts of
the syllabus at the senior secondary school mock/certificate biology
examinations. It is suggested that the teacher should make each teaching unit, a
unit of assessment. Practical work in biology however, has the advantage of
lending itself easily to assessment of both the cognitive and psychomotor
domains. Learning should be evaluated as often as is adequately provided for in
the scheme of work.
Dumbraveanu, (2005) suggested that a continuous assessment system
which allows 40 percent mark allocation for essay-type questions, multiple-
choice tests, practical and other class test such as assignment or projects and 60
percent for the final exam is suggested. Apart from encouraging students to
work continuously during the year and to reward them for efforts they put in
before the final exam. The rationale is that allocating more than 40 percent for
continuous assessment may hamper the learners’ enthusiasm to work for the
final examination.
In order to evaluate the knowledge of science in general and biology in
particular, examination bodies use both the conventional (theory) and practical
types. There is need to find out whether these forms can be said to relate in
terms of the results obtained through the different approaches.
Writing on the method of evaluation in biology, Eley in Idika (2008)
noted that, testing the objectives of biology supported fully the theory (essay
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and objective tests) examination in it. The author lamented that the ideal of
objectivity was leading to the elimination of theory (essay) and practical.
A common fault in biology evaluation is the wrong choice in the testing
instrument. Supporting the argument against the weakness of theory tests, Ross
also in Idika (2008) reported that “theory examination even for the purpose of
evaluating writing competence was abolished by the college examination board
in 1942 in America”. On the other hand, same Ross in his article, testing
sciences (Biology) at ordinary level in America, opined that practical attainment
testing has spread far beyond the primary school level and the secondary
schools and even the universities.
Mama (2005) opined that relatively performance of students in these
three test formats (objective, essay and practical) must be a function of the
questioning skill of the examiner.
The present researcher advocates, for non complete adherence to anyone
of them but a judicious combination of the two-practical and theory (objectives
and essay) in order to assess the three domains (affective, cognitive and
psychomotor) of the learner.
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EMPIRICAL STUDIES
Studies on the extent to which the aims and objectives of the national curriculum for secondary school biology contents have been achieved In educational research, the experience of evaluating students’
performance has been tremendous. In all intents and purposes, continuous
assessment is no less than summative or product evaluation when considered
from the point of view of curriculum development. This is because it is
essentially concerned with the students’ changes in behaviour in the light of the
curriculum objectives.
Eze (2009) sought to find the effects of training in organizational and
comprehension monitoring on academic achievement of secondary school
students. He employed a quasi-experimental-control design and used three
treatment groups of intact classes in Nsukka Local Government Area. The result
showed that the training significantly improved students’ achievement in
English language and integrated science.
In another study, Eze (2009) investigated the effects of meta-cognitive
strategy of self monitoring on students’ achievement in integrated science. The
study involved the manipulation of three independent variables of treatment,
gender and the school type (Mixed sex and same sex) to see the effect on the
dependent variable-students’ learning as reflected in their achievement in
integrated science. Five research questions were asked and answered while five
hypotheses were tested using analysis of covariance. A quasi-experimental
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design was employed using six non equivalent class groups. The population of
the study was 2500 junior secondary class two (JS II) students within Nsukka
education zone, while the sample was 233 JS II students drawn from six classes
from six schools. The six classes were drawn, two each from mixed sex schools;
all boys schools and all girls schools, with one serving as the treatment and the
other as the control in each cluster. The treatment consisted of the detached
content independent approach (DCIA) whereby the researcher explained to the
students the steps involved in using self monitoring and guided them to learn
how to apply same in the course of learning. An instructional package on how to
use self-monitoring as a strategy was designed and used while achievement test
on JS II integrated science served as the instrument. It was found among others
that the treatment involving use of self monitoring strategy had significant effect
on students’ achievement. It was then concluded that equipping students with
skills in using self monitoring strategy facilitate their learning and so improved
academic achievement in school.
Studies on the extent to which the contents of the biology curriculum for secondary schools cover the aims and objectives of the curriculum In a study carried out by Okafor (2007) on analysis of classroom
interaction patterns in biology in secondary schools in Anambra State. The
secondary schools in Awka education zone were randomly selected for the
study. Ten teachers were involved together with one arm of their senior
secondary one biology students. The science interaction categories (SIC) were
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used to observe and record the teacher/student interaction in biology lessons.
Two hundred students (twenty five from each school) responded to the Biology
Interest Questionnaire (BIQ) and the biology achievement test (BAT),
administered at the end of the exercise. Five research questions and four null
hypotheses were stated to guide the study. The frequency, means, percentages t-
test and correlation coefficient were used in the analysis of data. The finding
among others was that the performance of the students did not seem to be
influenced by their high interest in the subject.
The findings of the present study may demonstrate whether the popularity
of biology as a subject, which makes a lot of students register for it at ordinary
level school certificate examination, would reflect in their achievement in
biology. The belief has been that biology is usually the most popular of all
sciences. Students are more interested in the fact and principles of biology than
those of chemistry and physics possibly because its knowledge centres on nature
and this makes it a sure subject for school certificate both for the arts and the
science minded students.
Studies on the rate at which biology teachers utilize the available input factors such as teaching equipment and materials; (chemicals, specimens) and other teaching support facilities For effective teaching and learning of biology to take place, there must be
use of instructional materials. For effective teaching to take place, the skillful
teacher needs to use many different methods and techniques at his/her
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command. The use of instructional materials in teaching biology is of vital
importance. Instructional materials are designed to enhance the teachers’ art of
communication. In this regard, to make science more meaningful to the
students, material that can be handled and manipulated should be used.
Some teachers’ emphasize that the use of instructional materials enhances
teacher effectiveness in the teaching of biology. Evaluating the effect of
resource material types on retention, among other independent factors in
integrated science, Nworgu (2006), used 420 junior secondary one (JS I )
students drawn randomly from four schools in Nsukka urban. An achievement
and retention test in integrated science (ARTIS) was used for data collection.
An internal consistency estimate of 0.88, using the K-R formular 20 and
temporal stability estimate of 0.76, using the test retest procedure was reported
for the ARTIS. A 3X2 (Resource material type X gender) ANCOVA was used
for data analysis. The result from the study, among others, indicated that the
resource material type used was significant relative to retention. Standard
resource materials proved superior in terms of enhancing retention in integrated
science.
In another study Idoko (2001) carried out a study on evaluation of the
implementation of the primary education core curriculum in Enugu State.
Survey was adopted in the study as the research design. The sample were 192
primary school heads, 500 male and 700 female teachers from 192 schools were
randomly drawn from the 17 local government area of Enugu State. A
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researcher-made observation schedule was also used to collect another set of
data from another set of subjects, 78 in number, also randomly drawn from
schools located in both urban and rural areas of the state. Nine research
questions and three null hypotheses guided the study. Frequency and mean
statistics were used to answer the research questions, while t-test of independent
means was used to test the hypotheses at 0.05 levels of significance. Among the
major findings of the study were that most of the recommended primary science
facilities, equipment and materials are either lacking or inadequate in the
schools as perceived by both the school heads and the class teachers. Some of
the recommended facilities, equipment and materials were available but not
functional e.g water taps in some schools were not functional, the available
equipment and materials are under utilized by the teachers both in the urban and
in the rural areas.
In the same vein, Eze (2007) in an evaluative study, assessed the status of
primary science teaching in Anambra state during which he found out among
others, that some primary science teachers (30% of his sample) were teaching
the subject without the core curriculum. The study also revealed the absence and
inadequacy of most of the conventional primary science facilities, equipment
and materials in schools in the state.
The crucial position of biology in the education of secondary school
students is to give the students the opportunity to manipulate and experiment
with suitable equipment and materials, to prepare them for acquiring adequate
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laboratory and field skills in biology. Because of the importance of instructional
materials, of simple, common and cheap materials can be used to make the
lesson interesting and the students to acquire skills and concepts of durable
benefits. Material resources can substantially enable education to achieve its
goals particularly when the individualization of the learning materials in relation
to their effectiveness is carefully considered.
Studies on the level of compliance of teachers with the recommended teaching methods as indicated in the biology curriculum Teachers’ knowledge of the subject is greatly determined by the
qualification of the teacher. Some research studies such as Ezike (2006) and
Agorua (2006) showed that some biology teachers are incompetent in the
knowledge of subject matter area of biology. As a result such teachers shy
among from teaching such areas. Agreeing with this, Idoko (2001) carried out a
study on evaluation of the implementation of the primary education core
curriculum in Enugu State found among other things, that most of the teachers
possess NCE as their highest educational qualification and very few of the
teachers studied science subjects during training; that the teachers lack some of
the professional competencies necessary for the execution of instruction but
have all those required for planning and evaluation of instruction; that the
teachers are not quite competent to implement the PESCC, hence they agreed
that certain measures should be taken to enhance its effective implementation.
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To arrive at the above conclusion, Idoko adopted survey as the research design,
using 192 primary school heads, 500 male and 700 female teachers from 192
schools randomly drawn from the 17 local Government Areas in Enugu State. A
researcher made observation schedule was also used to collect another set data
from another set of 78 number subjects also randomly drawn from the schools
located in both urban and rural areas in the state nine research questions and
three null hypotheses guided the study. Frequency and mean statistics were used
to answer the research questions while t-test of independent means was used to
test the hypotheses at 0.05 levels of significance.
In another evaluative study, Eze (2007) assessed the status of primary
science teaching in Anambra state during which he found out among others, that
most of the teachers were not educationally qualified and therefore not
competent to teach the subject effectively. Furthermore, Nzewi as reported in
Idoko (2001) carried out a study which was concerned with identifying the
professional competencies needed by primary school science teachers in
Anambra state. The study also sought to identify those possessed by the teachers
and those where they have need for in-service training,. The study involved a
sample of 400 primary school teachers randomly drawn from 40 primary
schools in five education zones of Anambra state. The major findings of the
study include that out of the 40 identified competencies needed by primary
school science teachers, the subjects indicated a high performance level on nine
and a low performance level on four of them.
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Okoye (2005) also carried out an evaluation of the secondary school
system in Anambra state. The design of the study was survey and data were
collected with questionnaire as well as observation and interview. Among the
areas of the system covered by the study were physical facilities, laboratory and
special rooms, availability/adequacy of resources in laboratories, libraries, scope
and enrolment. Also covered were staffing and their qualifications, subjects
taught, record keeping, guidance and counseling services, continuous
assessment practices as well as some administrative issues. Results of the study
showed inadequacy and poor state of physical facilities as well as that of
resources in laboratories and libraries among others. However, positive results
were recorded about the issue of staffing and subjects taught in the schools.
The teacher should have an adequate knowledge of the discipline he/she
teaches and should be abreast of new developments. A biology teacher should
be able to relate his/her discipline to other discipline and to appreciate the social
environmental relevance of his subject. According to Offorma (2004) the
teacher is very crucial in both curriculum planning and development. His
education and professional preparation must be taken into consideration in his
recruitment. It demands that a biology teacher must be diligent, creative and
resourceful, patient, friendly fair and firm. Teachers generally and biology
teachers in particular must have regular opportunities to continue to improve
upon themselves. Unskilled and unqualified biology teachers in the school
create a big problem. The resultant effect is that biology teaching continues to
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be traditional, concentrating on “rote learning” rather than on encouraging
students to develop an understanding of basic principles of biology.
Studies on the evaluation techniques used by biology teachers in assessing their students Results of evaluation studies have helped to strengthen and clear
some doubts about education programmes. Such evaluation studies provide
useful guides that help to make meaningful choices among alternatives. For
instance, the work of Alio (2006) who evaluated science mathematics textbooks
provides such guide. The rating scale approach was adopted and data collected
using questionnaire. Total percentage mean rating was employed in the analysis
of data. The study covered the content, language, methodology evaluation and
other feature aspects of the books. The result of the study was that the average
mean rating on the five aspects covered was 75.5% and which, in the opinion of
the researcher was fairly standard. The researcher therefore concluded that the
texts were fairly standard for the class they were designed for. Such research
findings would guide individuals, schools and even organizations in choosing
and recommending textbooks.
In another study, Anyaegbunam (2001) evaluated the content of
eight biology texts using what she termed quantitative approach to content
evaluation science textbooks (QACEST). Evaluated in the study were suitability
and reliability of the texts, relevance of content to students’ background and
needs. And up to datedness/authenticity of information. In the study, the texts
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were related on the number of topics/ sub-topics in the curriculum covered by
the texts, learning activities, study questions, texts illustrations, chapter
summaries, readability/suitability, content relevance and up-to datedness. The
result was that all the eight texts had flairs. For instance, none of them covered
all the topics in the biology curriculum, the study questions in all of them were
not good, illustrations in the text encouraged only listening, seeing and viewing
with no challenges for students to perform other kinds of activities higher than
those illustrated. Such finding should also guide school authorities, students,
parents etc in making recommendations/ choosing books for both institutions
and individuals use. Future authors will also be guided by such findings.
Mogbo (2006) in an experimental study assessed the effectiveness of
improvisation as a learning model. A total of four hundred and forty four (444)
SSI Chemistry students randomly selected from the areas of the study were the
subjects. Two research questions answered with the mean and standard
deviation, and a null hypothesis tested using Z score guided the study. The
result of the study was that the two categories of the subjects performed
averagely, with the experimental group having a better overall mean. A
significant difference was found to exist between the two categories of students.
It could be noted that all these studies on evaluation of science discussed
are indigenous, which is in conformity with the idea of making education,
particularly science education, relevant to the learner by taking into
consideration his own environment. Evaluating educational curricular
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programmes, texts and systems in relation to the socio-cultural environment of
the users or those involved in it, makes the findings of such studies more elegant
and useful.
Science, an indispensable ingredient for economic, social and even
political growth and development of any nation, was introduced into the
nations’ school curriculum in the second half of the last century (Bajah, 2003).
Its’ importance at the primary school level was emphasized in the nations;
educations policy. Specifically, in the national policy on education (2004),
among other stated general objectives primary science education are the laying
of a sound basis for scientific and reflective thinking and provide basic tools for
further educational achievement, including preparation for trades and crafts of
the locality (NPE 1981 Revised 2004).
Blue print on the implementation of the policy recommended that science
education should inculcate in the children the scientific attitude, the spirit of
enquiry and skills in problem solving. It also enables them observe, interpret,
understand and appreciate the world in which they live in. Also the policy
statements for manpower development as contained in the National Policy on
Science and Technology (NPST, 2006), is that the education should emphasize
science at all levels. The objectives of the society are towards scientific thinking
in order to develop new technologies and adapt existing ones. The strategies for
the implementation of the policy to enhance the achievement of the objectives
include:
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Making it possible for the average child to have early contact with the concepts and materials related to science and technology even before attaining primary school age.
Ensuring a sound scientific foundation during the first six years of 6-3-3-
4 educational structure through
Entrenchment of science teaching in the primary school curriculum
Provision of adequate teaching laboratory aids
Provision of well-trained and well motivated science teachers and
Introduction of gainful practical activities such as model-making, handcraft, gardening and farming (NPST 2006).
According to the Federal Ministry of Education (FME 2004) and
Wokocha (2005), within the context of the national policy of education; the
general objectives of teaching science in Nigerian primary schools and post
primary schools gives the Nigerian child the opportunity to manipulate and
experiment suitable equipment and materials in a situation encouraging social
interaction. Science education should enable the Nigerian child to:
Observe and explore the environment
Develop observing, manipulating, classifying, communicating informing, hypothesizing, interpreting data and formulating models
Develop functional knowledge of science concepts and principles
Explain simple natural phenomena.
Develop a scientific attitude including curiosity, critical reflection and objective
Apply the skills and knowledge gained through science to solving
everyday problems in his environment
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Develop self confidence and self-reliance through problem-solving
activities in science, and
Develop a functional awareness and the orderliness and beauty in nature (FMEST, 2006).
Idoko (2001) tried a review of the policy statements for manpower
development as contained in the National Policy on Science and Technology
(NPST, 2006) and suggested that the education system should emphasize
science at all levels. This is because the objective of the statements is to reorient
the entire society toward scientific thinking, in order to develop new
technologies and adapt existing ones.
It should be noted that none of these studies on science programme
known to the researcher was concerned with implementation of secondary
school Biology curriculum content. This study is therefore, innovative.
Studies on Evaluation of Biology Teaching and Learning
A lot of studies on evaluation of science teaching generally and
evaluation of biology teaching specifically have been carried out. For instance,
Idoko (2001) carried out a study on evaluation of the implementation of the
primary education core curriculum in Enugu state. Survey was adopted in the
study as the research design. The three sets of population for the study were 975
primary school heads, 5031 male and 7685 female primary school teachers in
975 governments owned primary schools in Enugu state. From these three
respective populations, 192 schools were randomly drawn from the 17 local
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government areas in the state. A researcher made observation schedule was also
used to collect another set of data from another set of subjects, 78 in number,
also randomly drawn from schools located in both urban and rural areas in the
state. Nine research questions and three null hypotheses guided the study.
Frequency and mean statistics were used to answer the research questions while
t-test of independent means was used to test the hypotheses at 0.05 levels of
significance. The results of the study among others, showed that:
1. Adequate number of teachers are implementing the primary education science core curriculum in the state
2. Large classes were found more in urban primary schools than in rural
primary schools
3. The implementers of the PESCC find it difficult to teach some of the topics in the PECC such topics include water-play, timing, dyes from plants and from soil, rain formation; lever, pulley and magnets
4. The implementers of the PESCC do not employ such teaching methods as
expository, general project and experiment methods and such evaluation techniques as experiment and reporting research team work and project recommended for primary science teaching and evaluation, using the PESCC.
In another evaluative study Eze (2007) assessed the status of primary
science teaching in Anambra State, during which he found out that some
primary science teachers (30% of his sample) were teaching the subject without
the core curriculum. Odafor (2003) carried out an analysis of classroom
interaction pattern in biology in secondary schools in Anambra state. The
purpose of the study was to investigate and analyze the pattern of teacher-
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students classroom interactions in biology lessons. Ten secondary schools in
Awka Education zone were randomly selected and used for the study. Ten
teachers were involved together with one arm of their senior secondary one
biology students. Each teacher was observed twice with the students of the
particular class during the teaching learning process by the researcher and a
trained research assistant. The science interaction categories (SIC) were used to
observe and record the teacher student interaction in biology lessons. Two
hundred students (twenty from each school) responded to the biology interest
questionnaire (BIQ) and the biology achievement test (BAT) administered at the
end of the exercise. Five research questions and four null hypotheses were
stated to guide the study. The frequency means, percentages, t-test and
correlation coefficient were used in the analysis of data.
The findings were that:
1. The teachers’ use of some categories of the interaction analysis was significantly not different for the male and female biology teachers as well as for the experienced and the less experienced biology teachers.
2. Direct influence as compared with indirect influence was employed more
by the teachers in a more sustained manner.
3. Students were not engaged in practical activities and mostly factual questions were asked by the teacher.
4. The classroom interaction patterns were significantly not related to
students level of achievement and to the students’ interest in biology, and the performance of the students did not seem to be influenced by their high interest in the subject
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In another study on the effect of practical work on knowledge retention
among ordinary level chemistry students, Akusoba & Okafor (2004) used 150
students for the investigation. Data was collected using 50 item objective test
which was administered to the students as pretest post test (3 days after
treatment) and delayed post-test, post test) (6 months after treatment). A
reliability coefficient of 0.92 using K-R formula 21 was reported for the test.
Result of the study, among others indicated that teaching qualitative Analysis
through practical work makes for better knowledge retention than teaching the
content theoretically.
Ekong (2008) observed that one of the contributions of the teachers must
be to teach science in such a way that it becomes meaningful. And this will
form part of students experience of their immediate local environment; thus
enable them see science as an instruction for solving the real problems in
Nigeria. Agorua (2006) pointed out that many Biology teachers teach biology
like history lesson-story telling. This method of teaching does not promote the
science process skills such as observation, measuring, recording, manipulating,
predicting, interpreting, communication etc. Agorua noted however that there
are many methods for teaching biology such as inquiry/discovery methods, field
trip. No one is superior to the other all the time and for all students. The
suggestion therefore is that the biology teacher should pay equal attention to his
styles of teaching as well as the substance of the instructions.
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Ekwueme (2005) noted that the teachers’ method of teaching is an aspect
that can affect the performance of the students. The author stated that the
objectives must be stated in a manner that will be easily understood and tackled
by both the teacher and the students. Such objective must be behavioral,
measurable and comprehensive. The comprehensive nature will mean the
incorporation of the three taxonomy of educational objective: the cognitive,
psychomotor and affective domains, treating the components of each in
hierarchy to ensure that the objective is fully achieved.
Generally, the position of biology in the education of secondary school
students is to give the students the opportunity to manipulate and experiment
with suitable equipment and materials. This will prepare them for acquiring
adequate laboratory and field skills in biology. Ezike (2006) noted that biology
is not only poorly taught but not taught at all as an integrated discipline.
According to Ezike, biology students have not shown the kind of interest and
motivation one would have expected from them. Majority of the students who
offer biology in the WASSCE and NECOSSCE examinations do so because it is
a pre-requisite for entry into higher institutions of learning. He argued that
students offer biology in such examinations because it is relatively easier than
other science subjects and is perhaps the only science subject left to take after
running away from physics and chemistry. Part of this problem can be squarely
put on teachers. For instance, many laboratory activities which go on in schools
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are trivial and inconsequential as to evoke students’ interest. This may lead to
low performance in examinations.
It should be noted that none of the studies on science programme known
to the researcher was concerned with the evaluation of the implementation of
national curriculum for senior secondary school biology teaching. This study is
therefore innovative in view of the fact that it is first of its kind on evaluation of
the implementation of biology teaching in Anambra State.
A number of studies on curriculum evaluation have been carried out.
Okpoko (2004) carried out a study on evaluation of non-formal computer
literacy programme in Enugu State. Evaluative study design was adopted in the
study. The population for the study comprised all the people involved in non-
formal computer literacy training centres, namely: 1330 learners, 86 instructors,
48 proprietors and three categories of employers of the non-formal computer
literacy programme graduates in Enugu State. A questionnaire and an
observation schedule were used for the study. Six research questions and four
hypotheses guided the study. Mean scores were used to answer research
questions, while t-test of independent means and analysis of variance were used
to test the hypotheses at 0.05 levels of significance. The results of the study
among others, showed that:
1. Knowledge and ability to use software packages is low.
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2. The products from non-formal computer literacy programme are utilized
in the tertiary institutions, privately owned schools and other sectors of
the economy.
3. Non-formal education focuses more on practical utilities than certification
4. The computer centres use a combination of continuous assessment and
end of term examinations to evaluate learners on the programme.
In another evaluative study Ali (2006) evaluated in-service sandwich
programme of the Institute of Education, University of Nigeria, Nsukka. The
four sets of population for the study were 40 secondary school teachers, 60
primary school teachers; 100 primary school headmasters and 50 secondary
school principals. The instruments used were the leadership role questionnaire;
an inventory of final results on the ACE and PGDE programmes and an actual
classroom teaching observation questionnaire. Five research questions and one
hypothesis guided the study. Mean scores were used to answer the research
questions. The results of the study among others showed that:
1. The vast majority of participants in ACCE and PGDE sandwich
programmes consider the programmes very relevant to their professional
needs and competence in schools where they currently work.
2. Those who completed the ACE or PGDE sandwich programme produced
pupils and students whose academic achievement in teacher-made exams
were superior to those of their counterparts taught by those who did not
participate in the ACE or PGDE sandwich programme.
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3. The admission criteria do not affect the end of the course.
4. There is a significant difference in the teaching effectiveness between
those who successfully completed the ACE or PGDE with programme
versus those who did not participate in it.
In another study, Aguokagbuo (2008) assessed the factors militating against
effective implementation of adult literacy programme in Aguata L.G.A. of
Anambra State. The population comprised all the 314 learners and instructors in
6 functional adult night schools in Aguata L.G.A. Three out of the six night
schools were sampled. The sample of the study comprised all the learners and
instructors. A questionnaire named Adult Literacy programme instrument was
used. The findings were that:
1. The problems that militate against the effective implementation of the
programme are: lack of equipment; lack of fund; inadequate time for
study; lack of trained instructors etc.
2. The most effective solution to these problems includes organizing
workshops and seminars for instructors; making centres comfortable by
providing suitable accommodation and by providing adequate learning
materials.
Osafehinti, (2006) stated that new curriculum had always taken the
teachers unawares because they had never been involved in its development.
The non-inclusion of teachers in the committees that developed and/or evaluate
curriculum is identified as a major set-back in science curriculum processes in
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the country. The teachers participating in the processes of curriculum
development and evaluation must be seen as important if the material which
will emanate from it is to be properly used in the classroom
Studies on the problems militating against the implementation of national curriculum for secondary school biology in Anambra State Various studies carried out in our secondary schools reveal a steady
decline in the interest, attitudes and achievements in science. This decline is
attributed to certain factors surrounding our teaching-learning environment. For
instance, Eze (2007) assessed the status of primary science teaching in Anambra
state during which he found out that some primary science teachers (30% of his
sample) were teaching the subject without the core curriculum. The study also
revealed the absence and inadequacy of most of the conventional primary
science facilities, equipment and materials in school in the state. It also revealed
that most of the teachers were not educational qualified and therefore not
competent to teach the subject effectively.
In another study Idoko (2001) carried out study on evaluation of the
primary education core curriculum in Enugu State. Survey was adopted as the
research design and 192 primary school 78 subjects (78 in number) serving as
the sample for the study. Nine research questions and three null hypotheses
guided the study. Frequency and mean statistics were used to answer the
research questions while t-test of independent means was used to test the
hypotheses at 0.05 level of significance. Among the major findings of the study
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were that inadequate number of teachers are implementing the primary educator
science curriculum in the state; most of the recommended primary science
facilities equipment and materials are either lacking or inadequate in the schools
as perceived by the school heads and the class teachers.
In another related study, Aguokagbuo reported in Ifeobu (2000) carried
out a study on the factors militating against effective implementation of adult
literacy programme in Anambra LGA of Anambra State. The population of the
study was made up of all of the 314 learners and instructors in the six functional
adult night schools in Aguata LGA by simple random sampling, three centres
were sampled out of six. All the learners and instructors in the sampled centres
were used as the sample for the study. The instrument used was a questionnaire
named Adult Literacy Programme Instrument (ALPI). Results obtained showed
that the problems that militate against the effective implementation of the
programme include: lack of equipment, lack of funds; inadequate time for study,
lack of trained instructors etc. The study also revealed that the most effective
solution to these problems includes; organizing workshops and seminars for
instructors, making centres comfortable by providing suitable accommodation
and providing adequate learning materials.
Personal observation revealed that about 75% of teachers use the lectured
demonstration method of teaching as opposed to the inquiry approach
recommended by the current science curriculum. The teachers interviewed
defended their approaches by attributing it to certain factors such as inadequate
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laboratory and laboratory facilities, shortage of staff, time allocation coupled
with large class size. It has been observed that biology teaching-learning is more
effective when the learner is actively involved in the process of scientific
investigation which calls for equipment and materials. Ali (2003) pointed out
that qualified and sufficient number of dedicated teachers is needed to teach the
contents or the directors of the curriculum
The above findings about not giving biology enough time are true
because almost all the topics in biology subject requires practical. After
teaching the theory part of it; then there is need to take the students to the
laboratory to do the practical. But you find out that in most times, there is no
time to teach the students both the theory and the practical.
Summary of Reviewed Literature
Evaluation has been defined in various ways by different scholars who
emphasized different aspect of the process of the definitions. However, there are
certain points similar to all the definitions of evaluation. These include that:
evaluations is a process, evaluation involves identifying, obtaining and
providing information (data); the information collected must be based on the
stated objectives of the programme to be evaluated; and such information is
made available to decision-maker, who makes decision as regards the
programme evaluation.
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The new trend towards a more comprehensive approach to curriculum
definition viewed curriculum in terms of major components. The order to be
followed for a more dynamically conceived and placed curriculum includes:
diagnosis of need; formulation of content; selection of content; organization of
learning experiences; and determination of what to evaluate and the ways and
means of doing it.
The development and recommendation of a number of models as guides
for carrying out process of evaluation was variously viewed. However, all the
models, especially modified Stufflebeam (1971) model 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.
Attention has been given to related studies on the extent to which the
aims and objectives of the national curriculum for secondary school biology
contents have been achieved; extent to which the contents of the biology
curriculum for secondary schools cover the aims and objectives of the
curriculum; the rate at which biology teachers utilize the available input factors
such as teaching equipment and materials; (chemicals, specimens) and other
teaching support facilities; level of compliance of teachers with the
recommended teaching methods as indicated in the biology curriculum; the
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.
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Finally, most of the studies reviewed concentrated on certain aspects of
the implementation of the national curriculum for secondary school biology. A
gap in knowledge therefore exists, which makes this present study necessary.
Thus, this study is an attempt to remedy the lack of information concerning
evaluation of the extent 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.
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CHAPTER THREE
RESEARCH METHODS
This chapter presents the methods used for carrying out the study.
Specifically, the chapter is broken into the following sub-sections: the design of
the study, area of the study, population of the study, sample and sampling
techniques, instruments for data collection, validation of instruments, reliability
of instruments, method of data collection and method of data analysis.
Design of the Study
The evaluation research design was adopted in the study. The design was
chosen because of the evaluative nature of the study. Evaluation design
according to Ali (2006), seeks to provide data for making value judgement
about some events, objects, methods and materials within the context of the
phenomenon evaluated. This design is considered appropriate for the present
study because the study is aimed at determining the value, worth, and relevance
of the National Curriculum for Senior Secondary School Biology in Anambra
State.
Area of the Study
The study was carried out in Anambra State, one of the 36 states that
make up Nigeria. The state is located in the south-east geopolitical zone of
Nigeria. Anambra State is bounded in the East by Abia and Enugu States; West
by Delta and Edo States; North by Kogi and Enugu States and South by Imo
State. It is made up of six education zones namely: Aguata, Awka, Nnewi,
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Ogidi, Onitsha and Otuocha. The study covered secondary schools in all the six
education zones. Anambra State is a densely populated area. The main
occupation of the people is business especially among males. The people
embraced education earlier in life during the colonial era. Education is well
advanced in this area. Anambra State was chosen because, even though the
people are business oriented, many of them are worried about their poor health
conditions resulting from poor eating habits and obesity. Biology is very
relevant to Anambra people. The study of biology creates ideas that are valuable
and useful to the people in their lives and work.
Population of the Study
The population of the study comprised all biology teachers and students
in all the 179 senior secondary schools in Anambra State owned senior
secondary schools. The use of only public senior secondary schools was based
on the ground that they operate uniform biology curriculum standards and are
more accessible to the researcher.
According to the statistics and planning unit of Anambra State Post
Primary Schools Service Commission (PPSSC) Awka, as of January 2011, there
are a total of 179 state owned senior secondary schools, 300 biology teachers
and 45,739 biology students. A breakdown of the 300 biology teachers, by
qualification shows that 82 possess Nigerian Certificate in Education (NCE) and
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218 possess B.Sc (Bio/Ed). For the distribution of the population of the biology
students and teachers in Anambra State, see appendix I and J.
Sample and Sampling Techniques
The sample for the study consisted of 300 biology teachers constituting
100% of the total population of the biology teachers and 2287 biology students
drawn senior secondary school biology students in Anambra State, selected
through multistage technique.
Initially, a census sampling technique was used to draw all the 300
biology teachers in the state because of the manageable size of the population.
Stratified sampling technique was adopted to draw only 5% of senior secondary
school biology students from each of the six education zones in the state.
According to Ali (2006) for composing stratified sample, one has to
identify the strata of the characteristic of the research and then draw a specified
number of subjects from each stratum vis-à-vis its proportion of the total
population. By stratifying characteristics and randomly sampling from such
strata in the order they exist in the overall population, it is possible to randomly
compose a sample which truly represent the population it was drawn from.
Instruments for Data Collection
Two instruments were used for collecting the data of the study. The
instruments were:
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1 Secondary School Biology Implementation Evaluation
Questionnaire for Teachers (SSBIEQT), and
II Secondary School Biology Implementation Evaluation Questionnaire for
Students (SSBIEQS).
The teachers’ and students’ questionnaire is divided into three sections.
Section A is concerned with the demographic data of the respondents while the
last two sections are concerned with the information required for the study.
The information in the questionnaire was drawn from National
Curriculum for Secondary School Biology (NCSSB). Specifically, such
information as list of recommended facilities, equipment and materials, teaching
methods and evaluation techniques were drawn from it. There are 139 items in
the teachers’ and students’ questionnaires.
Various terms and scaling points employed in rating the responses of the
respondents to the items in the instruments were as follows:
For the biology teachers’ and students’ questionnaire, a modified Likert-type
four-point rating scales with the numerical values of 4,3,2 and 1 assigned to the
points was employed in seeking answers to the research questions. The cut-off
point for the rating scale was 2.50, obtained by dividing the sum of the
numerical value by the number of scaling items.
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Validation of the Instruments
The questionnaire was face validated by two experts in Educational
Measurement and Evaluation three experts in Science Education from the
University of Nigeria Nsukka. These experts were requested to examine the
items of the instrument in relation to the research questions posed for the study
and see whether the item statements are simple and unambiguous. The
comments of the experts were used in restructuring the items of the instrument
and their comments are attached (See Appendix C for suggested modifications
for the validation of the instruments).
Reliability of the Instrument
The instruments were trial-tested in Enugu state of Nigeria. Six schools
were selected from Nsukka and Enugu East Education Zones of Enugu State
which were outside the study area. From the schools, 6 biology teachers and 30
students were selected and the questionnaire administered on them. The internal
consistency of the instruments was determined using Cronbach Alpha.
Cronbach Alpha is applied to instruments that are not scored dichotomously (i.e.
instruments that do not have yes or no answers). The reliability estimates for
Secondary School Biology Implementation Evaluation Questionnaire for
Teachers (SSBIEQT) were .937, .552; .857; .704 .837; .552; .950; while the
estimate for Secondary School Biology Implementation Evaluation
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Questionnaire for Students (SSBIEQS) were .950, .907, .955, .950 .857, .837
and .704 for clusters 1-7 respectively (See Appendix D).
Method of Data Collection
The method of data collection involved a combination of extensive direct
observation with interview as well as use of questionnaire. The practice of using
multiple methods of data collection is often an appropriate and helpful
technique and different methods (such as observation and interviewing),
different data sources and even multiple investigators with varying theoretical
perspectives can be used).The researcher administered the questionnaire with
the aid of 10 research assistants. The copies of the questionnaire were
administered and collected through direct delivery and recovery method to
enhance high return rate. 244 copies out of the 300 copies of the questionnaire
from the biology teacher’s questionnaire were returned; constituting 81% of the
total population of the biology teachers. The researcher in administering the
instrument explained the need for the study, including the objectives of the
study to remove suspicion from the respondents. 2287 copies of the students’
questionnaire were administered and 2287copies were collected through direct
delivery and recovery method to enhance high return rate; constituting 100% of
the total population of the biology students.
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Method of Data Analysis
Data generated for the study was analyzed using mean and standard
deviation. The procedures employed in the analysis of the data collection were
the frequency count and the mean statistic for the six research questions.
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CHAPTER FOUR
RESULTS
The results of the study are presented in line with the research questions
that guided the study.
Research Question One
To what extent have the aims and objectives of the national curriculum for secondary school biology been achieved? The data answering the above research question are contained in Table 1. Table 1: The Teachers’ and Students’ Mean Scores and Standard Deviation
on the Extent of Achievement of the Aims and Objectives of National Curriculum for Secondary School Biology.
Teachers Students
Most biology students have: No.244 No. 2287 X SD Dec. X SD Dec.
1 Acquired adequate laboratory skills in biology
2.73 .88 ME 3.18 .88 ME
2 acquired field skills in biology 2.60 .79 ME 3.05 .93 ME
3 Acquired functional scientific attitudes
2.76 .86 ME 2.77 1.10 ME
4 Acquired ability to apply scientific knowledge to every day life
2.68 .28 ME 3.35 .85 ME
5 Acquired meaningful knowledge in biology
2.56 .89 ME 3.53 .89 GE
6 Acquired relevant knowledge in biology
2.59 .83 ME 2.86 1.31 ME
7 Biology orientated studies Motivated and conscientious
2.93 .76 ME 8.04 1.06 ME
Composite Mean 2.90 SD 0.29
Key Great Extent (GE) = 4; moderate Extent (ME) = 3 Low Extent (LE) = 2;
No Extent (NE) = 1.
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The data in Table 1 show the biology teachers and students’ mean and
standard deviation ratings on the extent of achievement of the aims and
objectives of national curriculum for secondary school biology. The composite
means reveal that students were of the opinion that most biology students have
acquired meaningful knowledge in biology to a moderate extent, while the
teachers also indicated that this objective was achieved to a moderate extent.
The composite mean of 2.90 indicates that both teachers and students accepted
that the aims and objectives of the national curriculum for secondary school
biology have been achieved to a moderate extent.
Research Question Two
To what extent are the topical contents of the biology curriculum for senior secondary schools adequate for achieving the objectives of the curriculum? The data answering the above research question are contained in Table 2.
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Table 2: Biology Teachers’ and Students’ Means and Standard Deviation Ratings on the Extent the Contents of the Biology Curriculum for Senior Secondary Schools are Adequate for Achieving the Objectives of the Curriculum.
Teachers Students
The Contents of the Biology Curriculum No.244 No. 2287 X SD Dec. X SD Dec.
1 Concept of living 2.95 .80 ME 3.64 .82 ME
2 Basic ecological concepts 2.77 1.02 ME 3.13 1.09 ME
3 Plant and animal nutrition 3.26 .82 ME 3.30 1.13 ME
4 Conservation of matter 3.03 .80 ME 2.61 1.22 ME
5 variation of variability 3.12 .85 ME 2.48 1.30 LE
6 Evolution 2.76 .88 ME 2,66 1.14 ME
7 Genetics 2.98 .86 ME 2.61 1.46 ME
8 …too vast enough and do cover the objectives of the curriculum
2.78 .91 ME 2.96 .85 ME
9 …do not lead to the achievement of aims and objectives the curriculum
2.69 1.44 ME 2.58 1.13 ME
10 … do not meet the needs of the society
2.93 1.00 ME 2.39 1.08 LE
11 ….Place emphasis on conceptual thinking
2.41 1.09 LE 2.56 1.27 ME
12 … recognize performance objectives of the students very important
2.41 1.11 LE 3.07 1.29 ME
Composite Mean 2.84 SD 0.31
Key: Great Extent (GE) = 4; Moderate Extent (ME) = 3; Less Extent (LE) = 2;
No Extent (NE) = 1.
The data on Table 2 show the extent teachers and students believe that the
contents of the biology curriculum for secondary schools are adequate for
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achieving the objectives of the curriculum. Looking at the data, one can see that
only placing emphasis on conceptual thinking and recognizing performance
objectives were rated as being adequate for achieving the objectives of the
curriculum to a less extent (LE) as indicated by items 11 and 12; while the
students rated variation of variability and meeting the needs of the society as
being adequate for achieving the objectives of the curriculum to less extent, as
indicated by items 5 and 10. The composite mean score of 2.84 shows that both
teachers and students agreed that the topical contents of the biology curriculum
were capable of achieving the objectives of the national biology curriculum for
secondary schools to a moderate extent.
Research Question Three
How often do the biology teachers utilize the available instructional
materials for teaching and learning of biology? The data answering the above
research question are contained in Table 3.
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Table 3: The Teachers’ and Students’ Mean and Standard Deviation Rating on Utilization of the Available Instructional Materials
Teachers Students
Facilities No.244 No. 228 X SD Dec. X SD Dec
1 Biology laboratory 2.75 1.06 ME 3.04 1.29 ME 2 Refrigerator 2.78 1.00 ME 1.69 1.19 LE 3 Charts 3.05 1.01 ME 2.16 1.25 LE 4 Biological dummy 1.90 1.34 LE 1.90 1.29 LE 5 Beakers 3.21 1.03 ME 2.53 1.38 ME 6 Burners 2.48 1.21 LE 2.40 1.40 LE 7 Gas cylinders 2.76 1.11 ME 2.30 1.36 LE 8 Microscopes 2.67 1.12 ME 2.32 1.37 LE 9 Dissecting boards 2.35 1.60 LE 2.14 1.29 LE 10 Hand lens 2.64 1.09 ME 2.21 1.33 LE 11 Water tank 2.33 1.13 LE 2.56 1.39 ME 12 Human skeleton 2.70 1.13 ME 2.41 1.57 LE 13 Mammalian bones 2.54 1.14 ME 2.80 1.24 ME 14 Jars 2.60 1.16 ME 2.39 1.31 LE 15 Volumetric flasks 2.68 1.13 ME 2.53 1.33 ME 16 Conical flasks 2.40 1.19 LE 2.63 1.27 ME 17 Stop watch 2.27 1.21 LE 2.78 1.31 ME 18 Spring balance 2.52 1.13 ME 2.63 1.41 ME 19 Micrometer 2.27 1.10 LE 2.60 1.33 ME 20 Test tubes 2.42 1.31 LE 2.97 1.34 ME 21 Ltmus paper 2.23 1.94 LE 3.00 1.27 ME 22 Watch glass 3.05 .99 ME 2.51 1.33 ME 23 Mortar and pestle 2.95 .98 ME 2.24 1.30 LE 24 Praffin wax 2.79 1.11 ME 2.00 1.20 LE 25 Pipettes 2.50 1.10 ME 2.56 1.34 ME 26 Graduated cylinder 2.36 1.20 LE 2.22 1.32 LE 27 Thermometer 2.54 1.17 ME 2.67 1.43 ME 28 Bulbs 2.65 1.09 ME 2.53 1.37 ME 29 Crucible 2.70 1.09 ME 2.02 1.24 LE 30 Tripod stand 2.28 1.25 ME 2.45 1.40 LE 31 Clamp stand 2.50 1.18 ME 2.52 1.48 ME 32 Retort stand 2.58 1.24 ME 2.76 1.40 ME 33 Generator 2.39 1.22 LE 2.32 1.35 LE 34 Incinerator 2.41 1.39 LE 2.51 1.35 ME 35 Metre rules 2.16 1.27 LE 2.92 1.39 ME
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36 Slides 2.37 1.35 LE 2.26 1.33 ME 37 Weighing balance 2.77 1.23 ME 2.66 1.39 ME 38 Fishes 2.88 1.09 ME 2.53 1.36 ME 39 Toads 2.76 1.07 ME 2.35 1.45 LE 40 Birds 2.86 1.10 ME 1.79 1.22 LE 41 Lizards 2.84 1.15 ME 2.36 1.37 LE 42 Rabbits 2.42 1.10 LE 2.07 1.36 LE 43 Snakes 2.59 1.13 ME 1.66 1.17 LE 44 Grasshopper 2.49 1.15 LE 2.04 1.33 LE 45 Crustaceans 2.18 1.17 LE 1.88 1.25 LE 46 Millipedes 2.63 1.14 ME 2.00 1.24 LE 47 Earthworms 2.64 1.09 ME 2.16 1.32 LE 48 Centipedes 2.51 1.17 ME 2.12 1.32 LE 49 cockroaches 2.77 1.08 ME 2.77 1.35 ME 50 Sulphuric acid 2.50 1.11 ME 2.11 1.40 LE 51 Hydrochloric acid 2.84 1.07 ME 2.37 1.41 LE 52 Other acids 2.40 1.14 LE 2.36 1.38 LE 53 Other bases 2.48 1.10 LE 2.22 1.37 LE 54 Formaldehyde 3.36 1.23 LE 1.96 1.31 LE 55 Calcium carbonate 2.39 1.17 LE 2.34 1.37 LE 56 Sodium chloride 2.72 1.10 ME 2.38 1.41 LE 57 Ammonium solution 2.36 1.07 LE 2.23 1.39 LE 58 Ferric chloride 2.50 1.15 ME 1.99 1.31 LE 59 Paraffix wax 2.45 1.20 LE 2.04 1.27 LE 60 Ferrous sulphate 2.26 1.17 LE 2.07 1.34 LE 61 Sucrose 2.43 1.13 LE 2.18 1.28 LE 62 Dyes 2.27 1.24 LE 2.23 1.24 LE 63 Vinegars 2.63 1.12 ME 1.96 1.21 LE 64 Citrates 2.14 1.16 LE 2.00 1.22 LE 65 Phenolphthalein 2.11 1.23 LE 2.03 1.25 LE 66 Fehling solution 2.30 1.19 LE 1.94 1.46 LE 67 Benedict solution 2.30 1.19 LE 2.28 1.38 LE 68 Iodine solution 2.75 1.15 ME 2.58 1.48 ME 69 Methylated water 2.73 1.14 ME 2.47 1.42 LE 70 Nose mask 2.84 1.12 ME 1.98 1.24 LE 71 Disposable hand
gloves 2.50 1.24 ME 2.25 1.36 LE
72 Insect nets 2.22 1.60 LE 2.11 1.46 LE 73 Biology textbooks 2.62 1.25 ME 2.98 1.46 ME Composite Mean 2.44 SD 0.30 Key: Great Extent (GE) = 4; Moderate Extent (ME) = 3; Less Extent (LE) = 2; No Extent (N E) =1
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The data in Table 3 were presented for answering the third research
question in respect of biology teachers’ and students’ opinion on the extent of
utilization of the available instructional materials. From the table, one can see
that both teachers and students agreed that biology laboratory, beakers,
mammalian bones, volumetric flasks, spring balance, watch glass, pipettes,
thermometer, bulbs, clamp stand, retort stand, weighing balance, fishes,
cockroaches and iodine solution were utilized to a moderate extent as indicated
in items 1, 13, 15, 18, 25, 27, 28, 31, 32, 37, 38, 39 and 68. Both teachers and
students indicated that biological dummy, burners, dissecting boards, graduated
cylinder, tripod stand, generator, slides, rabbits, grasshopper, crustaceans, other
acid, other bases, calcium carbonate, ammonium solution, paraffix wax, ferrous
sulphate, sucrose, dyes, citrates, phenolphthalein, fehling solution, benedict
solution and insect nets, were utilized to less extent as indicated in items 4, 6, 9,
26, 33, 36, 42, 44, 45, 52, 53, 54, 55, 57, 59, 60, 61, 62, 64, 65, 66, 67 and 72.
The teachers indicated that refrigerator, charts, gas cylinders, microscopes, hand
lens, human skeleton, jars, mortar and pestle, crucible, toads, birds, lizards,
snakes, millipedes, earthworms, centipedes, salphuric acid, hydrochloric acid;
sodium chloride, ferric chloride, vinegars, mythylate water,, nose mask and
disposable hand gloves, were utilized to a moderate extent while the students
opined that such materials were utilized to less extent; as could be seen in items
2, 3, 7, 8, 10, 12, 14, 23, 29, 39, 40, 41 43, 46, 47, 48, 50, 51, 56, 58, 63 and 69.
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The composite mean of 2.44 shows that the prescribed instructional materials
were available and utilized to a less extent.
Research Question Four
What is the teachers’ level of compliance with the appropriate teaching
methods recommended for use in the biology curriculum? The data answering
the above research question are contained in Table 4.
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Table 4: The Teachers’ and Students’ mean and standard deviation rating on Teachers’ level of Compliance with the Appropriate Teaching Methods Recommended for use in the Biology Curriculum
Teachers Students
Teaching Methods No.244 No. 2287 X SD Dec. X SD Dec
1 Lecture method 2.85 1.06 ME 3.33 1.08 ME
2 Project method 3.11 1.17 ME 3.03 1.10 ME
3 Demonstration method 2.64 1.17 ME 3.03 1.13 ME
4 Discovery method 2.92 .98 ME 2.64 1.19 ME
5 Individualized method 3.06 .98 ME 2.44 1.18 LE
6 Discussion method 2.70 .98 ME 2.85 1.27 ME
7 Concept mapping 2.43 1.05 LE 2.29 1.24 LE
8 Inquiry method 2.76 1.08 ME 2.59 1.33 ME
9 Laboratory 3.48 1.59 ME 2.84 1.31 ME
10 Programmed instruction 2.54 1.02 ME 2.41 1.22 LE
11 Analogy 2.76 .99 ME 2.27 1.26 LE
12 Team teaching 2.16 1.04 LE 2.55 1.31 ME
13 Role playing 2.26 1.14 LE 2.32 1.30 LE
14 Simulation and games 2.36 1.14 LE 2.10 1.21 LE
15 Scaffolding 2.27 1.07 LE 1.94 1.96 LE
16 Cooperative learning 2.19 1.09 LE 2.66 1.30 ME
17 Excursion/field trip 1.97 1.08 LE 2.12 1.31 LE
Composite Mean 2.58 SD 0.38
Key: Great Extent (GE) = 4; Moderate Extent (ME) = 3; Less Extent (LE) = 2; No Extent (N E) =1
The data in Table 4 present the mean scores of the teachers and students
on their opinions on the level of teachers’ compliance with the appropriate
teaching methods recommended for use in the biology curriculum. The
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composite mean of 2.58 shows that both teachers and students summarize that
the appropriate teaching methods recommended for use in the biology
curriculum were used to a moderate extent.
Research Question Five
What evaluation techniques are used by biology teachers in assessing
their students? The data answering the above research question are contained
in Table 5.
Table 5: Biology Teachers’ and Students’ Mean and Standard Deviation Rating on Evaluation Techniques used by Biology Teachers in assessing their Students
Teachers Students
Teaching Methods No.244 No. 2287 X SD Dec. X SD Dec
1 Quizzes 2.53 1.01 ME 2.90 1.32 ME
2 Oral questioning 3.45 1.11 ME 3.00 1.24 ME
3 Essay writing 2.98 .98 ME 3.00 1.21 ME
4 Multiple choice alternative 3.20 .92 ME 2.59 1.22 ME
5 True or false 3.04 .97 ME 2.91 1.03 ME
6 Matching of items 3.05 .94 ME 2.40 1.30 LE
7 Completion of blanks 2.60 .94 ME 2.64 1.30 ME
8 Assignment 2.50 1.81 ME 3.31 1.21 ME
9 Project assessment 2.78 .96 ME 3.31 1.16 ME
10 Practical assessment 3.42 .74 GE 3.10 1.29 ME
11 Laboratory work 3.25 .76 ME 2.51 1.60 ME
Composite Mean 2.93 SD 0.31
Key: Great Extent (GE) = 4; Moderate Extent (ME) = 3; Less Extent (LE) = 2; No Extent (N E) =1
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The data in Table 5 show the mean rating of teachers and students on
evaluation techniques used by biology teachers in assessing their students. Item
6 however shows that students indicated that matching of items was used to a
less extent by teachers in assessing their students, while the teachers maintained
that the matching evaluation technique was used to a moderate extent. The
composite mean score of 2.93 shows that the recommended evaluation
techniques for assessing secondary school biology students by teachers were
used to a moderate extent.
Research Question Six
What are the problems militating against the implementation of national
curriculum for secondary school biology in Anambra State? The data
answering the above research question are contained in Table 6.
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Table 6: The Teachers’ and Students’ Mean and Standard Deviation Rating on Problems Militating Against the Implementation of National Curriculum for Secondary School Biology in Anambra State
Teachers Students Problems No 244 No. 2287 X SD Dec. X SD Dec.
1 Students always crowd together to receive lessons 3.00 .95 ME 2.32 1.32 LE
2 Students poor background from basic science 2.89 .96 ME 2.55 1.24 ME
3 Influence of local language on the learning of biology concepts
2.54 1.07 ME 2.30 1.17 LE
4 Too many tests and assignments 2.87 1.02 ME 1.87 1.15 LE
5 Biology teachers are not sponsored for academic conferences.
2.92 .99 ME 2.45 1.19 LE
6 Promotion of teaching staff is not regular 2.25 .97 LE 2.15 1.21 LE
7 There is little or no motivation for teaching staff 3.10 .98 ME 2.30 1.29 LE
8 Insecurity affects negatively the effectiveness of biology teachers.
2.58 1.17 ME 2.21 1.23 LE
9 There is the problem of coping with tasks of continuous assessment because of large number of students.
3.10 1.13 ME 2.43 1.32 LE
10 There is no job satisfaction among science teachers 2.70 1.15 ME 2.27 1.36 LE
11 Under funding of education hinders the growth and development of academic staff in biology
2.78 1.01 ME 2.50 1.30 LE
12 Forty minutes is not enough for a biology lesson 2.73 1.02 ME 2.69 1.40 LE
13 Time allocated to a term is not enough to cover the biology syllabus
2.92 .03 ME 2.70 1.32 LE
14 Inadequate current textbook for teaching staff and students 2.89 1.04 ME 2.33 1.28 LE
15 Current national biology education journals are not available for teaching staff and students
2.87 1.02 ME 2.27 1.37 LE
16 Electricity supply is very irregular 2.48 1.08 LE 2.38 1.38 LE
17 Facilities for meaningful laboratory activities are not available
2.90 1.02 ME 2.62 1.39 ME
18 Inadequate trained biology teachers 2.73 1.18 ME 2.65 1.38 ME
19 Teacher’ knowledge of subject matter 3.04 .99 ME 2.42 1.39 LE
20 Availability of a well equipped library 2.89 1.03 ME 2.38 1.44 LE
21 Availability of biology laboratories 2.62 1.07 ME 2.46 1.49 LE
22 Inadequate instructional materials 2.87 1.00 ME 2.49 1.38 LE
23 Inadequate of biology materials 2.77 1.14 ME 2.49 1.38 LE
24 Availability of an enabling classroom learning environment 3.12 .95 ME 2.29 1.31 LE
Composite Mean 2.61 SD 0.29
Key: Great Extent (GE) = 4; Moderate Extent (ME) = 3; Less Extent (LE) = 2;
No Extent (N E) =1.
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The data in Table 6 present the mean rating of the teachers’ and students’
opinion on problems militating against the implementation of national
curriculum for secondary school biology in Anambra State. However, both
teachers and students opined that 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 problems militating against the
implementation of national curriculum for secondary school biology in
Anambra State to a moderate extent. The composite mean of 2.61 rated the
identified problems as militating against the implementation of national
curriculum for secondary school biology to a moderate extent.
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Summary of Major Findings
The result presented in this chapter highlighted the following major
findings.
1 The aims and objectives of the national curriculum for secondary school biology have been achieved only to a moderate extent.
2 The contents of the biology curriculum for senior secondary schools can
achieve the objectives of the secondary school biology to a moderate extent.
3 Biology teachers utilize the available instructional materials for teaching
and learning biology only to a less extent. 4 Teachers comply with the appropriate teaching methods recommended
for use in the biology curriculum to a moderate extent. 5 Teachers use the recommended evaluation techniques in assessing their
students a moderate extent. 6 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.
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CHAPTER FIVE
DISCUSSION OF RESULTS, CONCLUSIONS, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS AND SUMMARY
This chapter discusses the major findings of the study and their
educational implications. It also highlights the conclusions,
recommendations, as well as areas for further study and summary of the
study.
Discussion of the Findings
The findings of this study were discussed under the following headings.
1. Extent to which the aims and objectives of the national curriculum for secondary school biology contents have been achieved
2. Extent to which the contents of the biology curriculum for secondary
schools cover the aims and objectives of the curriculum
3. Rate at which biology teachers utilize the available input factors such as teaching equipment and materials (chemicals, specimens) and other teaching support facilities.
4. The level of compliance of teachers with the appropriate teaching
methods indicated in the biology curriculum
5. Evaluation techniques used by biology teachers in assessing their students
6. Problems militating against the implementation of national curriculum for secondary school biology in Anambra State.
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Extent to which the Aims and Objectives of the National Curriculum for Secondary School Biology Contents have been Achieved
The result of this study revealed that the aims and objectives of the
national curriculum for secondary school biology have been moderately
achieved. Both the teachers and students indicated that the aims and objectives
of the national curriculum have been achieved only to a moderate extent.
This result is in line with the findings of some earlier research in other
science contents. For instance, Alio (2006) found the average mean rating on
the national curriculum for science and technology to be 75.5% and which in
the opinion of the researcher was fairly standard. Furthermore, Mogbo (2006) in
his assessment of the effectiveness of improvisation as a learning model found
that the two categories of the subjects performed averagely with the
experimental group having a better overall mean. A significant difference was
found to exist between the two categories of students.
The result however differs from the study of Anyaegbunam (2001) who
reported that all the eight texts had flaws in the suitability and reliability of the
texts, relevance of content to students’ background and needs, up-to datedness
authority of information. The National Policy on Education (2004) among other
general objectives of primary science education: specifically emphasized the
laying of a sound basis for scientific and reflective thinking as well as providing
basic tools for further educational advancement, including preparation for trades
and crafts of the locality. The same policy saw science as an indispensable
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ingredient for economic, social and even political growth and development of
any nation. These could explain the result of this study. Biology as a science
subject in Nigeria secondary schools is done by almost all the students. Students
tend to go in for biology more than other science subjects like chemistry and
physics; especially because most science oriented courses can not be done with
out a good pass in biology which is credit and above. The popularity of biology
subject makes a lot of students register for it at ordinary level school certificate
examinations. The moderate achievements of the students in the school
certificate examinations may therefore have translated to the moderate
achievement of the aims and objectives of the national biology curriculum
content.
Extent to which the Contents of the Biology Curriculum for Secondary Schools Cover the Aims and Objectives of the Curriculum
The result of this study indicates that the topical contents of the biology
curriculum for senior secondary schools can achieve the objectives of the
curriculum to a moderate extent. Both teachers and students indicate that the
topical contents of biology curriculum can achieve the objectives to a moderate
extent.
The result of the study is in line with the finding of Idoko (2001) who
suggested that the education system should emphasize science at all levels after
reviewing the policy statements for manpower development as contained in the
National Policy on Science and Technology. Again, the finding is in line with
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Alio’s (2006) study, which reported that 75.5% average mean rating was found
on the five aspects covered by his instrument which included content, language,
methodology, evaluation and other feature aspects of the books.
The result differs from the work of Anyaegbunam (2001) which
evaluated the content of eight biology texts using what the author called
Quantitative Approach to Content Evaluation Science, Textbooks, and found
that all the eight texts had flaws. For instance, none of them covered all the
topics in biology. Illustrations in the test, encouraged only listening curriculum,
the study questions in all of them were not good; seeing and viewing with no
challenges for students to perform other kinds of activities than those
illustrations.
The mandate as contained in the blue print on the implementation of the
national policy on education may have informed the extent of coverage of the
biology curriculum contents. The policy recommends that science education
should inculcate in the children the scientific attitude, the spirit of enquiry and
skills in problem solved. The use of texts or curriculum contents that inculcate
scientific attitude, the spirit of enquiry and skills in problem-solving with active
involvement of students in the process of learning may be a possible
explanation for the adequate achievement of the objectives of the contents of the
biology curriculum for senior secondary schools.
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Rate at which Biology Teachers Utilize the Available Input Factors such as Teaching Equipment and Material (Chemicals, Specimens) and other Teaching Support Facilities.
The result of the study reveals that the biology teachers utilize the
available instructional materials for teaching and learning biology only to a
moderate extent. The finding is in line with the finding of Eze (2007) who
reported only 30% of his subjects as teaching the subject without core
curriculum.
The result however disagrees with the finding of Idoko (2001) who
reported that available equipment and materials were under utilized. The fact
that some teachers find it difficult to teach some of the topics such as water
play, timing, dyes, from and soils, rain formation, lever, pully and magnet and
that some teachers, do not employ such teaching methods as expository, general
project, and experiment methods and such evaluation techniques as experiment
and reporting, research, team work and project recommended for biology
teaching may be a possible explanation for the under utilization of the available
input factors such as teaching equipment and materials (chemicals, specimens)
and other teaching support facilities.
Evaluation Techniques used by Biology Teachers in assessing their Students The result of the study indicates that teachers use the recommended
evaluation techniques in assessing their students to a moderate extent. The result
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supports the finding of Idoko (2001) who reported that though some teachers
lack some of the professional competencies necessary for the execution of
instruction, they have all these required for planning and evaluation of
instructions. For the evaluation technique to be effective, teachers of biology
should give assignments that are of high quality. Tests that elicit more
understanding of subject matter and basing students’ final evaluation on
sufficiency of appropriate assignments and tests could be emphasized to achieve
optimum goal in biology teaching and learning.
This therefore requires that an effective evaluation technique must be
based on appropriate evaluation model. When appropriate evaluation models are
used, they yield useful information for programme improvement. According to
Idoko (2001), an evaluation model or framework may be regarded as set steps
or system of thinking which if followed or implemented will result in the
generation of information which can be used by decision makers in the
improvement of educational programmes. Evaluation models are of great
importance to evaluators because they provide a general guide which can be
adopted or modified to each specific programme being evaluated. The purpose
of the evaluation should guide the evaluation in determining the appropriate
statistical analytical procedure and tool to be employed. In the end, the result of
evaluation will be used to improve the quality of the curriculum.
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Problems Militating Against the Implementation of National Curriculum for Biology Teaching in Anambra State
The result of this study showed that the teachers indicated that 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
identified problems militating against the implementation of the national
curriculum for biology teaching in Anambra State to a moderate extent, while
the students indicated that such problems militated against the implementation
only to a less extent. A reasonable explanation of the funding could come from
the fact that students always crowd together to receive lessons. The problems
militating against the implementation of national curriculum would be seen to
be major ones when there are inadequate trained biology teachers with only
forty minutes given to biology lessons, regardless of the need for practical after
the theory. Too many assignments and tests are given without adequate
supervision of students’ activities because of limited number of quality biology
teachers. Unskilled and unqualified biology teachers in the schools create a big
problem. The resultant effect is that biology teaching continues to be traditional,
concentrating on “rote-learning” rather than on encouraging students to develop
an understanding of basic principles of biology. When teaching is more by rote-
learning, there would be all kinds of misconceptions and eventually poor
performance in the subject.
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Conclusions
From the findings of the study and the discussions that followed, the
following conclusions were made:
1 The aims and objectives of the national curriculum for secondary school
biology have been achieved only to a moderate extent.
2 The contents of the biology curriculum for senior secondary schools can
achieve the objectives of the secondary school biology to a moderate
extent.
3 Biology teachers indicated that they utilize the available instructional
materials for teaching and learning biology to a moderate extent. The
students however indicated that many of the instructional materials were
to a less extent.
4 Teachers comply with the appropriate teaching methods recommended
for use in the biology curriculum to a moderate extent.
5 Teachers use the recommended evaluation techniques in assessing their students to a moderate extent.
6 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.
Educational Implications of the Findings
The results of the study have obvious educational implications. The
results of the study have provided empirical evidence in the evaluation of the
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implementation of national curriculum for secondary school biology in
Anambra State. This study suggests the need for the federal and state ministries
of education to step up efforts to see that some of the problems facing the
implementation of the national curriculum for secondary school biology in
Anambra State are reduced from being major ones, so that the achievement of
the students in biology is increased. This demands that the ministries of
education in seeing that the national biology curriculum is implemented does
not only bother about the availability of instructional materials but also the
human resource management practices like the teachers’ conditions of services.
The fact that the aims and objectives of the national curriculum for
secondary school biology have only been achieved to a moderate extent
suggests that better results could be achieved if the teachers’ welfare practices
are looked into, since teachers are the final implementers of the curriculum. If
the human resource management practices in the secondary school system are
taken care of, the teachers are likely to utilize fully and very often the available
instructional materials.
The fact that the topical contents of the biology curriculum are seen to be
capable of achieving the aims and objectives of the national curriculum for
secondary school biology, suggests that the curriculum could be reviewed
regularly to meet the needs of the society. A review of the curriculum may also
demand a look at the teaching equipment, materials, chemicals, specimens’ and
other teaching support facilities for teaching the content of the curriculum.
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The fact that the moderate number and quality of biology teachers were
available in schools for implementing the national curriculum for secondary
school biology demands that teaching staff development incentives could be
further activated to motivate more would-be-teachers to take interest in biology
teaching, and those already serving to devote more energy and interest in
teaching the subject. It is when enough interest is in the job, and the teachers
already in field are also sent on in-service training, that they can comply
effectively with the recommended teaching methods and evaluation techniques.
This could make the teachers to bring their qualification and experience to bear
in implementation of the national curriculum for secondary school biology.
Recommendations
Based on the findings of the study and their educational implications, the
following recommendations are made:
1. The aims and objectives of the national curriculum for secondary school
biology have been achieved only to a moderate extent but not to a great
extent. Therefore, emphasis should be placed on achieving the aims and
objectives to a greater extent by reducing the problems militating against
the implementation of the curriculum. It is believed that when the
problems of over crowding to receive lessons, too many tests and
assignments, insecurity, coping with task of continuous assessment,
inadequate texts and knowledge of subject matter are not considered as
major problems of biology curriculum implementation in the schools,
both male and female teachers would teach biology better than is the case
now.
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2. The national curriculum for secondary school biology should be reviewed
periodically to make sure it meets the needs of the society. To achieve
this, topical contents of the biology curriculum for senior secondary
school should be strengthened to meet the needs of the society.
3. The number, variety and quality of teaching equipment, materials, chemicals, specimens and other teaching support facilities for teaching the contents of the national curriculum for secondary school biology should be provided to a greater extent than is the case now, as found in this study.
4. The biology teachers should very often utilize the available instructional materials for teaching and learning biology.
5. The number and quality of biology teachers available in schools for
implementing the national curriculum for secondary school biology
should be increased. Incentives such as improved scheme of service
should be provided to encourage interest in training to teach biology. The
human resource management practices should be improved to motivate
the biology teachers to put in their best.
6. Supervision of biology teaching should be carried out on biology teaching
regularly so as to encourage them to comply with the appropriate
teaching method recommended for use in the biology curriculum. They
should be engaged in in-service training programmes such as workshops
and seminars to equip them with the current practices in teaching.
7. Teachers should be encouraged to use the recommended evaluation
techniques very often in assessing the students. The biology teacher
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should give continuous assessment tests as when due. This should involve
practical examinations wherever they are required.
8. A very great level of students’ achievement should be targeted in their
NECOSSCE and WASSCE examinations which are normally based on
the senior secondary school biology curriculum.
9. Emphasis should be placed on carefully and vigorously reducing the
problems militating against the implementation of national curriculum for
secondary school biology in Anambra State by the State Ministry of
Education and related agencies.
Limitation of the Study
The use of only Anambra State in the south east geo-political zone of
Nigeria could affect the generalization of the results to other parts of Nigeria.
This is because of the cultural environment and business orientation of the area
of the study area visa-avis the cultural diversity in the country which are not the
same with what exists in Anambra State
Suggestions for Further Study
Based on the findings of this study, the following recommendations for
further researches are made:
1. Replication of the study using other parts of the country to evaluate the implementation of the national curriculum for secondary school biology.
2. Examination of the human resource management practices of the state to find out their implications on the compliance to the recommended
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teaching methods and evaluation techniques in the national secondary school biology teaching.
Summary of the Study
This study sought to evaluate for implementation of the national
curriculum for secondary school biology in Anambra State. This desire was
motivated by the need to determine the extent the aims and objectives of the
national curriculum for secondary school biology have been achieved;
considering the poor achievement of students in NECOSSCE and WASSCE
examinations, which are based on the national curriculum for senior secondary
school biology.
To carry out the investigation of the problem of this study, the following
research questions guided the work.
1) To what extent have the aims and objectives of the national curriculum for secondary school biology been achieved in the opinion of teachers and students?
2) In the view of teachers and students, to what extent do the contents of the
biology curriculum for senior secondary schools adequate for achieving the objectives of the curriculum?
3) What is the extent of utilization of the available instructional materials for
teaching and learning of biology? 4) What is the teachers’ level of compliance with the appropriate teaching
methods recommended for use in the biology curriculum? 5) What evaluation techniques are used by biology teachers in assessing
their students? 6) What are the problems militating against the implementation of national
curriculum for secondary school biology in Anambra State?.
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129
The research design adopted in this study is evaluation research design
A total of 244 secondary school biology teachers and 2287 biology
students from Anambra State were sampled and used for the study. A stratified
random sampling technique was employed in drawing the sample.
The researcher administered the research questionnaire with the aid of 10
research assistants. The research instrument was: senior secondary school
biology implementation evaluation questionnaire for teachers, and students.
Data obtained through the administration of the questionnaire were
organized and analyzed using descriptive statistics. The research questions were
answered using mean and standard deviation.
The following findings were revealed:
1 The aims and objectives of the national curriculum for secondary school biology have been achieved only to a moderate extent.
2 The contents of the biology curriculum for senior secondary schools are adequate but not very adequate for achieving the objectives of the curriculum.
3 Biology teachers indicated that they utilize the available instructional
materials for teaching and learning biology often but not very often. The
students however indicated that many of the instructional materials were
seldom used.
4 Teachers often comply with the appropriate teaching methods
recommended for use in the biology curriculum but not very often.
5 The aims and objectives of the national curriculum for secondary school biology have been achieved only to a moderate extent.
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130
2 The contents of the biology curriculum for senior secondary schools can achieve the objectives of the secondary school biology to a moderate extent.
3 Biology teachers indicated that they utilize the available instructional
materials for teaching and learning biology to a moderate extent. The
students however indicated that many of the instructional materials were
to a less extent.
5 Teachers comply with the appropriate teaching methods recommended for use in the biology curriculum to a moderate extent.
5 Teachers use the recommended evaluation techniques in assessing their students a moderate extent.
6 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.
The findings of the study were elaborately discussed, their educational
implication and recommendations highlighted. Suggestions for further research
and limitations of the study were also identified.
131
131
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APPENDIX A
QUESTIONNAIRE FOR THE BIOLOGY TEACHERS AND STUDENTS
Letter to the Respondents
Department of Science Education Faculty of Education University of Nigeria, Nsukka. May, 2011
Dear Respondents,
The researcher is carrying out a study aimed at evaluating the
implementation of National Curriculum for secondary school biology. The
purpose of this study is to evaluate the actual implementation process
recommended by the Federal Ministry of Education.
You are please, required to assist the researcher accomplish this task by
responding honestly to the questionnaire items.
All information supplied by you, will be treated confidentially and will be
used only for the purpose of this study.
Thanks in anticipation.
Yours faithfully,
__________________ Ifeobu, H.N. (Mrs.) (Researcher)
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APPENDIX B
SECONDARY SCHOOL BIOLOGY IMPLEMENTATION EVALUATION QUESTIONNAIRE FOR TEACHERS AND STUDENTS
SECTION A
Name of School _______________________________________________
Position or Rank of Respondent ____________________________________
Sex: M F
HIGHEST EDUCATIONAL QUALIFICATION
NCE (Biology) NCE B.Sc. Ed. (Biology) B.Ed.
B.Sc.
B.Sc. E.d. M.Ed. (Biology) M.Ed. M.Sc. Ph.D
YEARS OF BIOLOGY SECONDARY SCHOOL EXPERIENCE
Less than 5 6-10
11-15 years 16 years and above
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SECTION B
You are provided with four options:
Great Extent (GE) = 4: Moderate Extent (ME) =3 Low Extent (LE) = 2. NO
Extent (NE) = 1.
You are required to tick (√) against the response option of your choice.
Indicate the extent of achievement of the goals and objectives of teaching by
biology students.
GE ME LE NE
Most Biology Students Have
1 …acquired adequate laboratory skills in biology
2 …acquired adequate field skills in biology
3 …acquired functional scientific attitudes
4 …acquired ability to apply scientific knowledge to everyday life
5 …acquired meaningful knowledge in biology
6 …acquired relevant knowledge in biology
7 Biology oriented students have been highly motivated and conscientious
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147
Indicate the extent to which the topic contents of the biology curriculum is
adequate for achieving the objectives of the curriculum
TOPICS Very Adequate 4
Adequate 3
Less adequate 2
Not adequate 1
1 Concept of Living
2 Basic Ecological Concepts
3 Plant and Animal Nutrition
4 Conservation of Matter
5 Variation and Variability
6 Evolution
7 Genetics
The Contents of the Biology Curriculum:
8 …are too vast enough and do cover the objectives of the curriculum.
9 …do not lead to the achievement of aims and objectives of the curriculum
10 …do not meet the needs of the society
11 ...place emphasis on conceptual thinking.
12 …recognize performance objectives of the students very important
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The availability of materials and rate of usage
Please indicate with a tick (√) under appropriate column that best describes your
opinion about the level of the rate of utilization of each of the following items.
Note that: Very Often Used (VOU) = 4 Often Used (OU) =3: Seldom Used
(SU) =2: Not Used (NU) = 1.
Facilities Minimum Quality Required
Quantity Available
VOU 4
OU 3
SU 2
NU 1
1 Biology laboratory 1
2 Refrigerator 1
3 Charts 20
4 Beakers 3
5 Burners 30
6 Gas Cylinders 5
7 Genetics 1
8 Microscopes 5
9 Dissecting Boards. 15
10 Hand lens 30
11 Water tank 1
12 Human skeleton 1
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149
Facilities Minimum Quality Required
Quantity Available
VOU 4
OU 3
SU 2
NU 1
13 Mammalian bones 50
14 Jars 20
15 Volumetric flasks 10
16 Conical flasks 10
17 Stop watch 5
18 Spring balance 1
19 Micrometer 1
20 Test tubes 40
21 Litmus paper 10
22 Watch glass 10
23 Mortar and pestle 1
24 Paraffin wax 2
25 Pipettes 20
26 Graduated cylinder 10
27 Thermometer 4
28 Bulbs 7
29 Crucible 4
30 Tripod stand 5
31 Clamp stand 5
150
150
Facilities Minimum Quality Required
Quantity Available
VOU 4
OU 3
SU 2
NU 1
32 Retort stand 6
33 Generator 1
34 Incinerator 1
35 Metre rules 2
36 Slides 25
37 Weighting balance 1
38 Fishes 5
39 Toads 4
40 Birds 3
41 Lizards 8
42 Rabbits 4
43 Snakes 3
44 Grasshopper 10
45 Crustaceans 10
46 Millipedes 10
47 Earthworms 15
48 Centipedes 8
49 Cockroaches 15
50 Sulphuric acid 1
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Facilities Minimum Quality Required
Quantity Available
VOU 4
OU 3
SU 2
NU 1
51 Hydrochloric acid 1
52 Other acids 3
53 Other bases 13
54 Formaldehyde 1
55 Calcium carbonate 2
56 Sodium chloride 2
57 Ammonium solution
1
58 Ferric chloride 1
59 Paraffin wax 1
60 Ferrous sulphate 1
61 Sucrose 1
62 Dyes 1
63 Vinegars 1
64 Citrates 1
65 Phenolphthalein 2
66 Fehling Solution 2
67 Benedict solution 2
68 Iodine solution 2 2
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152
Facilities Minimum Quality Required
Quantity Available
VOU 4
OU 3
SU 2
NU 1
69 Methylated water 2
70 Nose mask 3
71 Disposable hand gloves
4
72 Insect nets 2
73 Biology Textbooks 2
Teachers’ level of compliance with the appropriate teaching methods
recommended for use in the biology curriculum
Teaching Methods VOU 4
OU 3
SU 2
NU 1
1 Lecture method
2 Project method
3 Demonstration method
4 Discovery method
5 Individualized method
6 Discussion method
7 Concept mapping
8 Inquiry method
9 Laboratory
10 Programmed instruction
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153
11 Analogy
12 Team teaching
13 Role playing
14 Simulation ad games
15 Scaffolding
16 Cooperative learning
17 Excursion/field trip
Evaluation techniques used by biology teachers in assessing their students
Evaluation Techniques VOU 4 OU 3 SU 2 NU 1
1 Quizzes
2 Oral questioning
3 Essay writing
4 Multiple choice alternative
5 True or false
6 Matching of items
7 Completion of blanks
8 Assignment
9 Project assessment
10 Practical assessment
11 Laboratory work
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154
Implementation problems. Please indicate the extent to which the under listed
statements constitute problems in your school by marking (√) at the appropriate
space. Very Major Problem (VMP), Major Problem (MJP), Minor Problem
(MNP) No Problem (NP).
VMP MJP MNP NP
1 Students always crowd together to receive lessons
2 Students’ poor background from basic science schools make understanding difficult
3 Influence of local language on the learning of biology concepts
4 Too many tests and assignments
5 Biology teachers are not sponsored for academic conferences
6 Promotion of teaching staff is not regular
7 There is little or no motivation for teaching staff
8 Insecurity effects negatively the effectiveness of biology teachers
9 There is the problem of coping with the task of continuous assessment because of large number of students
10 There is no job satisfaction among science teachers.
11 Under-funding of education hinders the growth and development of academic staff in biology
12 Forty minutes is not enough for a biology lesson.
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VMP MJP MNP NP
13 Time allocated to a term is not enough to cover the biology syllabus
14 Inadequate current textbook for teaching staff and students
15 Current national biology education journals are not available for teaching staff and students
16 Electricity supply is very irregular
17 Facilities for meaningful laboratory activities are not available
18 Inadequate trained biology teachers
19 Teachers’ knowledge of subject matter
20 Availability of a well-equipped library
21 Availability of biology laboratories
22 Inadequacy of biology materials
23 Inadequate instructional materials
24 Availability of an enabling classroom learning environment
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APPENDIX C
VALIDATION OF QUESTIONNAIRE FOR BIOLOGY TEACHERS AND STUDENTS.
SPECIFIC SUGGESTIONS FOR MODIFICATION
Source Suggested modification Action taken
Section B 4 and 5 To expunge ‘not’ Suggestion accepted
Section B The instrument is too long and respondents may find it too cumbersome
Suggestion accepted. The suggested modification was done
Section B items 1and 2 Formerly one question asked to separate them
Suggestion accepted
Section B items 5 and 6 Question to be separated Suggestion accepted. The suggested modification was done and re-submitted for approval
General The number of items in the instrument to be reduced.
Suggestion accepted. The suggested modification was done and re-submitted for approval
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157
158
158
159
159
160
160
161
161
162
162
163
163
164
164
165
165
166
166
167
167
168
168
169
169
170
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APPENDIX E
WASSCE Biology Results for Nigeria from 2004-2012 May/June Total Entry
Total No Enrolled
Credit Above
Pass Fail No of Absent
Percentage of pass
Percentage of credit and above
Percentage of failure
2004 1102793
1100589
423403
326092
348890
2204
29.62
38.47
31.70
2005 1072607
1051557
375850
313827
338491
21650
29.84
35.74
32.18
2006 1162046
1137181
559854
292317
261200
24865
25.70
49.23
22.96
2007 1261971
1238163
413211
397353
402148
23808
32.09
33.37
32.47
2008 1285048
1259965
427644
329961
484071
25083
26.18
33.94
38.41
2009 1029962
995345
231475
295654
468216
34617
29.70
23.26
47.70
2010 1160574
1124886 1115846 414304
315081
35688 25.27 25..62 46.63
2011 1209062
1188618 405364 369615
413639
20444 31.09 34.10 34.80
2012 1278406
1253606 451548 402282
399774
24800 32.09 36.02 31.89
Source: WAEC office, Asaba, Delta State.
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APPENDIX F
NECO/SSCE Biology Results for Nigeria from 2004-2012 May/June Year Total
Entry Credit And Above
Pass Fail Percentage of pass
Percentage of credit and above
Percentage of failure
2004
845,447
486668
141484
217295
16.73
57.56
25.70
2005
763,545
228567
315047
219931
41.26
29.93
28.80
2006
830,738
440190
212303
178245
25.55
52.98
21.45
2007
938,486
503388
239909
195189
25.56
53.63
20.79
2008
1041338
510711
436109
94518
41.87
49.04
9.07
2009
1032125
501968
267119
263038
25.88
48.63
25.48
2010 1026719 518143 257960 250016 24.68 49.63 23.92
2011 1015628 482266 247305 286102 24.35 47.48 28.17
2012 1000226 430197 265660 304268 26.56 43.01 30.42
Source: NECO Headquarters, Minna, Niger State.
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APPENDIX G
WASSCE BIOLOGY RESULTS FOR ANAMBRA STATE 2004-2012 MAY/JUNE
Yea
r
Total Entry
Total Enroll
ed
Total Credit (1-6)
Pass (7-8)
Percentage of Credit
and Above
Percentage of Pass
No of Failure
Percentage of Failure
2004 11,730 11,244 4095 3644 36.42 32.41 3505 31.17
2005 12,650 12541 4188 3781 33.40 30.15 4572 36.45
2006 10,860 10,475 4783 2853 45.67 27.24 2839 27.10
2007 13,920 13,313 4153 4033 31.20 30.30 5127 38.51
2008 11,213 10,973 4081 3150 37.20 28.71 3742 34.10
2009 10,771 10,360 3186 3047 30.76 29.42 4127 39.83
2010 9,240 8,746 3034 4136 34.70 47.30 1576 18.01
2011 10,846 10,438 3392 2870 32.50 27.50 4176 40.00
2012 11100 10885 3795 3073 34.87 28.4 4015 36.89
Source: Anambra State Post Primary Schools Services Commission Awka, 2012.
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APPENDIX H
NECOSSCE BIOLOGY RESULTS FOR ANAMBRA STATE 2004-2012
Year Total Entry
Total Enroll
ed
Total Credit (1-6)
Pass (7-8)
Percentage of Credit
and Above
Percentage of Pass
No of Failure
Percentage of Failure
2004 6799 6334 3244 1153 51.23 18.21 1937 30.58
2005 7001 6986 2125 2843 30.42 40.70 2018 28.88
2006 747 7058 3405 1997 48.25 28.30 1656 23.46
2007 8351 8226 4066 2419 49.43 29.41 1741 21.16
2008 6584 6419 3140 2557 48.93 39.85 722 11.24
2009 7770 7561 3451 2232 45.65 29.53 1878 24.83
2010 7300 7012 2327 2862 44.86 40.80 1823 25.99
2011 5943 5930 2634 3276 44.56 55.43 20 0.33
2012 6988 6676 3307 1909 49.54 28.60 1459 21.86
Source: Anambra State Post Primary Schools Services Commission Awka, 2012.
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APPENDIX I
Table 1: Distribution of the Population of the Biology Students in Anambra State.
Educational zone No of Senior Secondary
Schools
Total no Senior sec.
Biology students
Aguata
Awka
Nnewi
Ogidi
Onitsha
Otuocha
35
35
40
25
22
22
4,749
11,031
6,561
46,61
17,062
1,675
Total 179 45,739
Statistics and Planning Unit of PPSSC, Awka (January, 2010).
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APPENDIX J
Table 2: Distribution of the Population of Biology Teachers in
Anambra State.
Education zone Total no of NCE
Biology Teacher
Total No of Biology
Graduate Teachers
Total
Aguata
Awka
Nnewi
Ogidi
Onitsha
Otuocha
15
19
13
10
15
10
32
57
32
24
64
9
47
76
45
34
79
19
Total 82 218 300 Statistics and Planning Unit of PPSSC, Awka (January, 2010) by qualification
shows that 82 possess Nigerian certificate in education (NCE) and 218 possess B.Sc (Biol/Ed).