Browsing by Author "Bowale Elizabeth Babajide"

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    Assessement of the implementation of basic science and technology Curriculum in lower primary Schools in southwestern Nigeria
    (Institute of Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, 2021) Bowale Elizabeth Babajide
    The study assessed the qualification of teachers for the implementation of Basic Science and Technology Curriculum in lower primary schools in Southwestern Nigeria, determine the availability and adequacy of instructional resources and materials for the implementation of Basic Science and Technology Curriculum in lower primary schools in the study area and examined the extent to which the curriculum content of Basic Science and Technology is taught in lower primary schools in the study area. It further appraised the appropriateness of teaching methodology employed by the teachers in the teaching of Basic Science and Technology in lower primary school in the study area and investigated teachers’ technological application competency in the implementation of Basic Science and Technology Curriculum. These were with the view to providing adequate information on availability, adequacy of methodology and curriculum content of BST in lower primary schools for the implementation of Basic Science and Technology in Southwestern Nigeria. The study adopted the descriptive survey research design. The study population comprised lower primary school BST teachers in Southwestern Nigeria. The sample consisted of 972 BST teachers. Multistage sampling procedure was used to select the sample. Simple random sampling technique was used in selecting three states out of the six states in the Southwestern geopolitical zones of Nigeria. The three senatorial districts in each sampled state were used for the study. Three local Government Areas (I.GAs) were selected using simple random sampling technique. In each of the LGAs, 12 schools were selected making a total of 324 schools. Three BST teachers were selected in lower primary classes of the sampled schools making a total of 972 teachers. Five research instrument namely; Adequacy of Teachers Implementing BST Curriculum Questionnaire xvi (AATIBSTCQ), Basic Science and Technology Instructional Observation Resources Checklist (BSTTIORC); Basic Science and Technology Curriculum Implementation Retrieval Sheet (BSTCIRS); Basic Science and Technology Teacher’s Methodology Observation Checklist (BSTTMOC) and Basic Science and Technology Teachers Technological Application Competency Questionnaire (BSTTTACQ). AATIBSTCQ were used to collect information from teachers. Data collected were analyzed using frequency count, Percentage and mean The result showed that teachers implementing BST curriculum were available and qualified to teach BST but not adequate as 19.4% primary schools had adequate Basic Science and Technology teachers for the implementation of the subject curriculum in the study area. The result showed that most of the instructional resources were available but not adequate, instructional resources such as wall chat (61.7%). plastic materials (61.7%), hand wash basin (61.7%), food sample (61.7%o), and Basic Science textbook (63.3%>) were inadequate compare to the number of pupils in each classes 1-3. Furthermore, result showed that most of the curriculum content were moderately taught at an average of (50.3%). Regarding teaching methods, result obtained showed that teaching methods proposed in the curriculum were fully implemented. As the teacher employed lecture method (70.4%) demonstration method (65.5%), individualized method (60.2%), discussion method, (70.5%) play way method (38.5%) and field trip method (50.0%) at 2.20, 1.89, 1.80, 2.09, 2.69 and 2.29 respectively to teach Basic Science and Technology in lower primary schools in the study area. Finally, result showed that the level of teachers technological application competency in the implementation of Basic Science and Technology curriculum was moderate at (49.3%) in the study area. The study concluded that instructional resources and materials needed for the implementation of basic science and technology curriculum was inadequate and the methodology employed in teaching the curriculum contents by the teachers was moderate