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AN EVALUATION OF THE IMPLEMENTATION SYNERGY BETWEEN NCE-INTEGRATED SCIENCE AND THE 9-YEAR BASIC SCIENCE CURRICULA IN NIGERIA

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AN EVALUATION OF THE IMPLEMENTATION SYNERGY BETWEEN NCE-INTEGRATED SCIENCE AND THE 9-YEAR BASIC SCIENCE CURRICULA IN NIGERIA

 

 

Abstract

The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-year Basic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE) came up with a vision of producing well motivated teachers with high professional integrity and competence. Both the in-service and pre-service teachers need to be conversant with the content of the 9– year Basic Education Curriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessment in the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-service teachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basic science curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-service and in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-science from the South – South Geo-political zones in Nigeria were used. A 4-point Likert scale ’24-item questionnaire’ called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliability co-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachers agreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratory exercises not found in both curricula should be added and the present basic science teachers who are not recipient of the present curriculum should be trained in line with the present curriculum.

Keywords: teachers, curriculum, synergy, basic science, integrated-science